Patterns of women's enrolment in university mathematics, engineering and computer science in Canada, 1972-1995

grantor: University of TorontoGender imbalance in the fields of mathematics, science, and technology is an issue of educational equity. It raises the disturbing possibility that the education system functions in ways which discourage women from pursuing mathematical and scientific careers. If true, this situation is not only unethical, but it also closes an expanding job market to women and, hence, limits their career choices. This thesis examined female enrolment in mathematics in Canadian universities by level of study and registration status, in an attempt to present factual characterization of the situation as a first step to furthering our understanding of the deterrents women face in what is traditionally perceived as a male subject. Women's current representation, as well as the extent of change in this representation over the study period, were compared with (i) men's enrolment in mathematics, and (ii) women's enrolment in all programs during the same time period. Trends in women's enrolment in mathematics programs at each of the three levels of study and their progress through the education pipeline were contrasted with those in computer science and engineering programs. A factual characterisation of women's enrolment in the three fields is presented. Findings indicate that patterns of women's enrolment in these three disciplines are vastly different, a fact which suggests that factors specific to each discipline interact with and modify the effects of the more general sociological and psychological obstacles impeding women's participation in these disciplines. In the first chapter of this thesis, the objectives and the significance of this study are discussed. Chapter 2 offers a review of the relevant literature with the objective of furnishing a background for this study. In chapter 3, levels and trends of women's enrolment in all university programs, their enrolment in mathematics programs, and their progress through levels of study are investigated. In chapter 4, levels and trends of women's enrolment in computer science and engineering programs and their progress through levels of study are examined and contrasted with those in mathematics. Chapter 5 contains a discussion of barriers to women's participation in mathematics, engineering and computer science in light of the findings presented in chapters 3 and 4. This chapter also offers some recommendations and directions for future research.Ed.D