Women and Science (selective references) Abstracts

The Douglass Project for Rutgers Women in Mathematics, Science and Engineering consists of different programs to attract and retain women in the science professions. The project, which began in 1986, is under implementation at Rutgers University's Douglass College. Based on mentoring and female support, the project includes science and math camps as well as summer orientations on college life. Educating for persistence

Interview with Ellen Mappen, director of Rutgers University's Douglass Project for Rutgers Women in Math, Science and Engineering, which is a multi-pronged effort to attract and retain female students in the science fields. Mappen says she shaped the grant proposal that launched the project out of her own experiences of sexual discrimination in the academe. The program, which targets both high-school and college students, has driven enrollment of math and science majors to more than 30% between 1988 and 1993. A. Bunce,Educators urge parents to bolster girls' interest in math and science

The difficulties encountered by young women with a budding interest in science and math are noted. Many such women are discouraged in their pursuits at an early age. Suggestions for parents who wish to encourage their daughters to pursue science and math are provided A. Dembner,Women in math, science are studied

Review of the Wellesley Report entitled Pathway for Women in the Sciences J. Fitzpatrick,Women's Lives, Women's Roles

"Women Who Dare(d) Project," a yearlong celebration of women in the arts, in mathematics, English, science, and physical education, is featured. The program was begun by Amanda Wallner, a teacher at Adams Middle School in Guilford CT P. Rayman and B. Brett,Pathways for women in the sciences: The Wellesley report Part I

Pathways Report I is the first phase of a ground-breaking study addressing why women choose to enter scientific fields and what promotes or impedes their success. This longitudinal research project investigates women's science trajectoriesfrom their undergraduate through graduate and early career years. E. Seymour,The loss of women from science, mathematics and engineering undergraduate majors: an explanatory account

Women who manage to complete their studies in science, mathematics and engineering generally have a strong career motivation and develop ways to neutralize the hostility of their male peers. To overcome problems women must be independently able to deflect attacks on their feelings of self-worth. The science, mathematics and engineering undergraduate programs have to encourage and accept female students. J. Travis,Making room for women in the culture of science

A discussion of some programs for attracting and retaining women in science.