However, these inequalities cannot be explained exclusively by the issue of access to education but must also take the type and content of education into account.
The issue of inequalities between girls and boys and between women and men in education remains central to understanding and combating gender inequalities and to enabling people to develop as persons free from the limitations imposed on them by gender stereotypes. In fact, 90% of the student panel were unable to identify a woman in the chemical engineering field, and the remaining 10% could cite only one or two – who were among the most recent and had received most attention from the media. The results showed that the vast majority did not realize that the scientists presented as examples in classes were all men.
WRITING CHALLENGE FOR INFERENCES SERIES
To test this hypothesis of the over-representation of men in the programmes, a series of random opinion surveys were launched among 600 students from 5 universities to find out whether they had noticed this over-representation and what they thought about it. In chemical engineering, for example, all the names of scientists mentioned in the programmes belong to men only. Women are increasingly present in the field of engineering, and despite a significant female presence, it has been found that the programmes continue to make no reference to women scientists.
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