Introduction
Gender issues relating to a balanced representation of men and women in governance, scientific research, and other socio-economic and political spheres of the human life are common in virtually all societies.
Even though experience indicates that gender equity is essential to meaningful and sustainable development, gender imbalance in various critical sectors is still a thorny issue in many societies including certain sections of the so-called mature democracies.
Gender imbalance in science is particularly a serious issue even when it has been conventionally accepted that, what a man can do, a woman can do better, especially in academics. This essay argues that science would be more objective if gender were visible.
Importance of gender balance in science
Conventionally, gender equity is essential in attaining poverty alleviation and socio-economic development. This development is usually an outcome of the combined efforts of men and women. Women play the vital and crucial role in society through their contribution to fruitful activities and responsibility of social educators and family custodians.
Similarly, gender equity in science and technology is crucial for societal development (Miroux 2011, p.2). Unfortunately, there are cultural practices in different countries, especially in Africa and other developing countries, which discourage girls from pursuing science in universities or schools, and from choosing a scientific career (Willingham & Cole 1997, p.96).
However, gender equity in science matters a lot because it ensures that human rights and justice, for both men and women, is upheld (Willingham & Cole 1997, p.96). This understanding is necessary because all people should have equal opportunity to a science education and scientific career.
In other words, men and women should benefit equally from progress in science technology (Willingham & Cole 1997, p.96). Second, if one gender, especially women, is denied an equal opportunity to pursue science and engineering, then a society robs itself of an opportunity to realize its full balance of scientifically creative minds (Willingham & Cole 1997, p.96; Oldham 2006, Para. 6).
In turn, this becomes a serious stumbling block to development of science and to the creation of wealth in a world that is extremely competitive. The resultant poverty dehumanizes women and children mostly. Third, gender equity in science and technology is vital because, naturally, women perform different duties and roles, both within and outside, home environments (Willingham & Cole 1997, p.96; 2006, Para 6).
As such, it is pertinent for both men and women to integrate scientific and technical education that reflect the performance of their different, but crucial roles and tasks. Fourth, it has been established that women bring different approaches, ideals, incentives, and techniques of work to their scientific jobs that men can not (Willingham & Cole 1997, p.96; 2006, Para 6).
Therefore, including as many women as men in science will enhance the complete pool of abilities, approaches, and inspirations. This will also raise the probability that science will provide for the needs of the greatest majority in the society.
Objectivity of Science
Even though the question whether science is objective or not is a serious debate, many scientists claim that they believe in objective truth. Ashman and Barringer (2001, p.82), argue that, the objectivity of science cannot be achieved if scientists do not continuously seek to reveal cognitive biases like those brought about by cognitive errors connected to gender, race, and sex.
Therefore, objectivity of science should be open to a perpetual and well-purposed analysis. Such objectivity is a characterization of the scientific processes, and not a finished product (Ashman and Barringer 2001, p.82). These processes should be continuously challenged by scientists themselves and non-scientist critics.
Ashman and Barringer (2001, p.82) assert that, science can only be more objective if it appreciates criticisms of its theories, or if experts, in a given branch of science, are less gender biased than other scientists in another branch.
Ashman and Barringer (2001, p.82) hold that, only open, just, and social practice of science can make it more objective. For purposes of ensuring that science is more objective with regard to its gender biases, it should continuously confront those biases by bringing on board scientists from gender minorities (Wyer 2008, p.82).
Therefore, each society should ensure gender equity in science and technology education in its learning institutions including schools and universities. It should ensure that impediments to women in scientific and technological careers are removed.
The science and technology decision-making process should be made more gender sensitive (Miroux 2011, p.2). Governments and other stakeholders should promote and leverage science and technology to enhance women’s development (Miroux 2011, p.2).
All societies should uphold gender equality in science, technology, and engineering education, personnel, and leadership (Miroux 2011, p.2). Furthermore, the position of women in scientific organizations at the national and local levels should be promoted and backed (Miroux 2011, p.3).
Conclusion
In a recap, it cannot be disputed that women play a vital role in all leading spheres that directly affect individual and societal wellbeing including agriculture and food production, water and sanitation, energy, and preservation of biodiversity.
Therefore, devising gender-sensitive policies that encourage and support women’s studying of science, technology, and engineering careers is the best and the only way of ensuring objectivity of science. At the elementary and secondary levels of learning, girls, just like boys, should be motivated to be positive towards science disciplines.
References
Ashman, K. M. & Baringer, P., 2001. After the science wars. New York, NY: Routledge.
Miroux, A., 2011. Mainstreaming a gender perspective in science, technology and innovation policy. Web.
Oldham, G., 2006. Gender Equity in Science and Technology: Does it Matter? Web.
Willingham, W. & Cole, N. S.1997. Gender and fair assessment. New York, NY: Routledge.
Wyer, M., 2008. Women, science, and technology: a reader in feminist science studies. New York, NY: Taylor & Francis.