www.awis.org.nz
Women in ScienceA 2011 Snapshot
Encouraging women to use and develop their scientific abilities to achieve their full potential
ASSOCIATION FOR WOMEN IN THE SCIENCES
AWIS Stats Booklet V1_3.indd 1 24/07/2011 2:50:28 p.m.
AWIS Stats Booklet V1_3.indd 2 24/07/2011 2:50:28 p.m.
1
INTRODUCTION
This booklet contains a snapshot of Women in Science in New Zealand in 2011. It is not an in-depth analysis of trends, problems or achievements but is intended to provide the reader with a quick glance as to the current state-of-play. We have decided to track what is happening at each stage of a woman’s life, from early childhood through to an established career track, to try and see what situations face today’s women at all their different life stages.
We believe that it is important that women are represented in all areas of science, not only due to a fundamental belief in equality but also for the ultimate health of the nation as a whole. Evidence shows that diversity brings different sets of skills and solutions into an organisation or workplace. In tough economic times, such as those being faced around the world at the moment, doesn’t it make sense to have the best brains on the job, regardless of gender, race, age or religion? The government continues to link possibilities in future economic growth and well-being to science and technological development. Therefore, we need talented people applying their skills to scientific problems. It is also true that women continue to be the primary caregivers for our younger generation, shouldn’t someone charged with such an important task be well-educated and able to stimulate curiosity? Adequate access to education and science within that education is vital to ensure the long term health of society in New Zealand.
This work was undertaken by Dr Belinda Bray and Emma Timewell on behalf of the Association for Women in the Sciences (AWIS). Both Belinda and Emma are active within this organisation but also hold independent roles outside of AWIS. Belinda works for The University of Auckland as a lecturer in Science Communication (despite gaining her PhD in Toxicology) and is also the Women in Science Equity Officer for this organisation. Emma is the Senior Communications Advisor for Plant & Food Research, a field she moved into after her initial studies in Biological Sciences.
The authors would like to thank their respective employers for their help and support in developing this resource and also the Association for Women in the Sciences for providing financial backing.
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2
INDEX OF GRAPHS
EARLY EDUCATION PARTICIPATION
1. Early childhood education participation
2. Participation in primary education by gender
PRIMARY SCHOOL PARTICIPATION AND ACHIEVEMENT
3. Achievement of year 5 students (approx. 9 year olds) in science
4. Achievement of year 5 students in different science domains
SECONDARY SCHOOL PARTICIPATION AND ACHIEVEMENT
5. Enrolment in science by gender at the beginning of secondary school
6. Total number of students progressing in science after year 10
7. Proportional representation of male and female students by subject
8. Achievement rates in physics by gender
9. Number of teachers by gender teaching secondary science classes
TERTIARY PARTICIPATION AND ACHIEVEMENT
10. Total BSc enrolments by gender
11. Enrolments in BSc courses by gender
12. Trends in female participation rates by ethnicity (BSc)
WORKING AND BEING IN THE WORKFORCE
13. Percentage of women and men in the scientific workforce since 1996
14. Percentage of women and men in the scientific workforce, excluding the medical and veterinary fields
15. Percentage of women working in different scientific sectors
16. Average income for BSc graduates
17. Income distribution for BSc graduates
18. Income distribution for PhD graduates
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3
WOMEN IN RESEARCH CAREERS
19. Proportion of females in different scientific research areas
20. Change in representation of female staff by science area (2003-2006)
21. Number of females in each PBRF category
22. Percentage of researchers by gender achieving different PBRF grades
23. Proportion of female principal investigators on successful Marsden Fund grants
WOMEN WORKING IN UNIVERSITIES
24. Proportion of PBRF accountable staff by gender and university
25. Estimated numbers of female science lecturing staff since 1976
26. Science lecturing staff by gender and level since 1976
27. Proportion of female Heads of Departments (Science) NZ Universities
WOMEN WORKING IN CROWN RESEARCH INSTITUTES
28. Number of researchers/scientists in CRIs by gender
29. Number of male and female staff in senior positions of CRIs
FEMALE REPRESENTATION AT THE LEVEL OF DECISION MAKING
30. Proportion of female staff at the Ministry for Science and Innovation
31. Proportion of women administering the Marsden Fund
32. Proportion of women administering Health Research Grants
33. Number of female members of the Royal Society of NZ by gender
WOMEN WINNING RECOGNITION
34. Number of science female science prize recipients
AWIS Stats Booklet V1_3.indd 3 24/07/2011 2:50:29 p.m.
4
0
5,000
10,000
15,000
20,000
25,000
30,000
Age 5 Age 6 Age 7 Age 8 Age 9 Age 10 Age 11 Age 12
Female
Male
Data from Ministry of Education 2010
Participation in primary education by gender
EARLY EDUCATION PARTICIPATION
At the start of their life, male and female students are able to participate equally in education. Statistics show that women have equal, or nearly equal, representation across the early childhood and primary school systems.
Female
Male
Data from Ministry of Education 2010
Early childhood education participation
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5
PRIMARY SCHOOL PARTICIPATION AND ACHIEVEMENT
0
100
200
300
400
500
600
2006 2002 1998 1994
Female
Male
Data from Ministry of Education 2006
Achievement of Year Five (9 year olds) in science
0
100
200
300
400
500
600
Life Sciences Physical Sciences Earth Sciences
Female
Male
Data from Ministry of Education 2006
Achievement of Year Five students in different science domains
New Zealand students compare well internationally at the year five level (9 year olds). The Trends in International Maths and Science Study (TIMMS) compares science knowledge across 59 countries. New Zealand ranked 22nd overall and on average students were within the average range. At this level there is no difference in achievement between male and female students.
When comparing knowledge in three different science domains, Life Sciences, Physical Sciences and Earth Sciences, no gender differences appear. Male and female students at the year 5 level perform equally well in science across the curriculum.
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6
SECONDARY SCHOOL PARTICIPATION AND ACHIEVEMENT
Year 9 Year 10 Year 110
5,000
10,000
15,000
20,000
25,000
30,000 Female
Male
Data from Ministry of Education 2010
Enrolment in science by gender at the beginning of secondary school
During the early years of secondary schooling the balance of genders is equal in science. This is not surprising as science is a compulsory part of the curriculum for all students at years 9 and 10. There is some degree of choice for schools at year 11 as to whether science remains a compulsory subject, most schools in New Zealand choose to either make science compulsory at year 11 or arrange their timetable to strongly encourage continued participation in science by all students.
After year 11 the number of students choosing to take science subjects declines. However, the number of male and female students who continue to choose to enrol in at least one science subject is essentially equal.
0
5,000
10,000
15,000
20,000
25,000
35,000
30,000
Year 10 Year 11 Year 12 Year 13
Female
Male
Data from Ministry of Education 2010
Total number of students progressing in science after Year 10
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7
At years 12 and 13 (the last years of secondary school) students are free to choose to study subjects within different science domains. It is at this level that a gender preference begins to emerge. Female students are over-represented in biology subjects (shown as bars above the horizontal axis) whereas male students are over-represented in physics and calculus (shown as bars below the horizontal axis). Interestingly, the preference for Earth Science appears to flip with more males preferring this subject in year 12 and more females preferring it in year 13.
0
3,000
2,000
1,000
4,000
5,000
6,000
7,000
8,000
Year 12 Year 13
Males enrolled
Males attaining qualification
Females enrolled
Females attaining qualification
58% 57%62% 62% Data from Ministry of Education 2010
Achievement rates in physics by gender
Despite fewer females choosing to study physics during years 12 and 13, those females that do study it, do well. Overall pass rates in NCEA physics are marginally higher for female students than for male students.
-200
-100
100
0
200
300
400
500
600Year 12 female students as percentage of year 12 male students
Year 13 female students as percentage of year 13 male students
Agricu
lture
Biolog
y
Chemist
ry
Earth
scien
ces
Human b
iolog
y
Maths w
ith
ca
lculus
Physics
Maths w
ith
st
atisti
cs
Data from Ministry of Education 2010
Proportional representation of male and female students by subject
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8
The differences in student preferences is echoed in teacher preferences. Overall there are equal numbers of male and females teachers of science at the secondary level. However, there are more male teachers in physics classrooms and slightly more female teachers in biology classrooms. At the lower levels, where science is taught as one subject rather than in separate domains, gender representation of teachers is equal (science bar on above graph).
0
400
600
800
1,000
1,200
1,400
200
Putaiao
Science
Physics
Chemist
ry
Biolog
y
Applied S
cience
Agricu
lture
Female
Male
Data from Ministry of Education 2004
Number of teachers by gender teaching secondary science classes
AWIS Stats Booklet V1_3.indd 8 24/07/2011 2:50:31 p.m.
9
0
3,000
6,000
9,000
12,000
IT
Enginee
ring
Natura
l &
Physica
l
Health
&
Biolog
ical
Agricu
lture
Female
Male
Data from Ministry of Education 2009
Enrolments in BSc courses by gender
TERTIARY PARTICIPATION AND ACHIEVEMENT
36%
64%
Female
Male
Data from Ministry of Education 2009
Total BSc enrolments by gender
After high school 80% of students who complete NCEA level 3 or higher progress to University. The representation of women in tertiary study is increasing every year and now females are over-represented overall in Bachelor of Science courses.
While the numbers of female students are now higher overall, the subject choices continue to reflect preferences developed during secondary school. Female students continue to preferentially study biology-based subjects and stay away from IT and engineering. Numbers in the natural and physical sciences are beginning to approach equal gender representation.
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Tertiary science education is dominated by students who identify as being European or from European descent. Maori females represent approximately 7% of total BSc female enrolments (cf 14% of total NZ population). Pasifika females constitute approximately 4% of total female BSc enrolments (cf 6.9% of population).
European
Maori
Pasifika
Asian
Other
20032001 2005 2007 20090
5,000
10,000
15,000
20,000
25,000
Data from Ministry of Education 2009
Trends in female participation rates by ethnicity (BSc)
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11
WORKING AND BEING IN THE WORKFORCE
1996 2001 20060
25%
50%
75%
100% Female
Male
Data from Statistics New Zealand 2006
Percentage of women and men in the scientific workforce since 1996
1996 2001 20060
20,000
40,000
60,000
80,000
100,000
120,000 Female
Male
Data from Statistics New Zealand 2006
Numbers of women and men in the scientific workforce (excluding the medical and veterinary sectors)
Since 1996 women have represented just under 50% of the total scientific workforce.
However, when careers relating to medicine or veterinary medicine are removed from the analysis, the picture is quite different. This reflects the pattern that began in secondary school with women showing a strong preference towards the biological sciences.
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12
Indeed, men continue to dominate careers related to physics, computing and engineering. Women are gaining ground in chemistry related careers, coming very close to 50% representation in 2006 (most recent date for which data is available). On the other hand, computer science shows a downward trend over the 10 year period analysed. Biology related careers remain popular with women. The sharp decrease in 2001 is likely to be a statistical anomoly related to changes in self-reporting practices in this year.
0
30,000
20,000
10,000
40,000
50,000
60,000
70,000
80,000 Female
Male
Data from Statistics New Zealand 2006
Average income for BSc graduates
When census data is cross-matched from highest degree obtained to current salary it is possible to compare salary rates for graduates with comparable degrees. This shows that women continue, on average, to earn less than men. This is despite having equivalent qualifications. However, this data will be highly influenced by both the type of work being undertaken and whether or not a woman has chosen to stop working to accommodate family responsibilties. It does not necessary indicate that women are being paid less for equivalent work.
0
25
50
75
100 1996
2001
2006
23
43
8
92
40
24
40
9
49
3829
35
12
72
47
Data from Statistics New Zealand 2006
ComputingPhysics Engineering Biology Chemistry
Percentage of women working in different science sectors
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13
0
2,000
4,000
6,000
8,000
10,000
12,000
Nu
mb
er o
f ea
rner
s
Female
Male
Data from Statistics New Zealand 2006
Zero I
ncom
e
$100,0
01 or M
ore
$70,001 - $
100,0
00
$50,001 - $
70,000
$40,001 - $
50,000
$30,001 - $
40,000
$25,001 - $
30,000
$20,001 - $
25,000
$15,001 - $
20,000
$10,0
01 - $15,0
00
$5,001 - $
10,0
00
$1 - $5,0
00
Income distribution for PhD graduates
When the numbers of male and female earners in each salary band is analysed it becomes obvious that women are over-represented in the lower sections (under $50,000pa) while men are over-represented in the higher sections (above $50,000pa). The number of female BSc holders who are not earning, either by choice or circumstance, is three-times the number of male non-earners. All workers on this scale hold a BSc degree.
A similar trend is seen for graduates of advanced degrees (PhD), although the differences are less pronounced. Due to limitations with the data this information draws from all PhD graduates, not just science PhDs.
Nu
mb
er o
f ea
rner
s
0
5,000
20,000
10,000
15,000
Zero I
ncom
e
$100,0
01 or M
ore
$70,001 - $
100,0
00
$50,001 - $
70,000
$40,001 - $
50,000
$30,001 - $
40,000
$25,001 - $
30,000
$20,001 - $
25,000
$15,001 - $
20,000
$10,0
01 - $15,0
00
$5,001 - $
10,0
00
$1 - $5,0
00
Female
Male
Data from Statistics New Zealand 2006
Income distribution for BSc graduates
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14
WOMEN IN RESEARCH CAREERS
Agricu
lture
Earth
Sci
Mole
cular
Biol
ogy
Ecolog
y
CompSci
Biomed
ical
Chemist
ry
Enginee
ring
Psych
ology
Math
s
Sport a
nd Exe
rcise
Statist
ics
Educatio
n
Physics
Nursing
0
25%
50%
75%
100% Female
Male
Data from Tertiary Education Commission 2006
Proportion of females in different scientific research areas
In the 2006 PBRF research assessment exercise 41% of researchers overall who submitted a profile were female. Within science, women remained under-represented across all subject areas at all levels of the PBRF exercise. As can be seen in the above graph, the greatest proportion of female science researchers is in psychology and molecular biology. However, even in these fields they fail to reach 50% representation. In contrast, within the research fields of education and nursing, women are over-represented.
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15
There has been some recruitment into areas of science that show historical patterns of under-representation. Between the 2003 and 2006 PBRF rounds, increased proportions of female staff were achieved in agriculture, chemistry, computer science, engineering and molecular biology. However, decreases in the proportion of female staff were seen in the biomedical sciences, earth sciences, ecology, physics, psychology and sport science.
Overall in the 2006 PBRF statistics there are less female researchers (42%) than male researchers and female researchers tended to be in the lower research categories. There are less women in the “A” research category with only 3% of all female researchers achieving this grade (10% of all male reseachers obtained an “A” PBRF grade). In contrast, 29% of female researchers were ranked “R” or research inactive, compared to 18% of male researchers.(Note: NE stands for new and emerging, a sub-category introduced in 2006 for “C” or “R” researchers)
0
200
400
600
800
1,000
1,200
A B C CNE R RNE
Nu
mb
er o
f re
sear
cher
s
Female
Male
Data from Tertiary Education Commission 2006
Number of researchers in each PBRF grade by gender
-6
-4
-2
2
0
4% change between 2003 and 2006
Agricu
lture
Molecu
lar B
iolog
y
Computer
Scie
nce
Chemist
ry
Enginee
ring
Maths
Sport a
nd Exe
rcise
Statist
ics
Ecolog
y
Earth
Scie
nce
Biomed
ical
Psych
ology
Physics
Data from Tertiary Education Commission 2006
Change in representation of female staff by science area (2003-2006)
AWIS Stats Booklet V1_3.indd 15 24/07/2011 2:50:34 p.m.
16
0
25
50
75
100
Male
s <35
Female
s <35
Male
s 35-5
4
Female
s 35-5
4
Male
s 55+
Female
s 55+
% A
% B
% C
% R
12 17 1725 20
351517 26
26 28
28
15 8
34 21 33
21
1 1
9
4
176
Data from Tertiary Education Commission 2006
Percentage of researchers by gender achieving different PBRF grades
The PBRF grades are loosely associated with age, with less than 1% of <35 year researchers obtaining “A” ratings and approximately 80% of researchers <35 achiving “C”, “CNE”, “R” or “RNE” grades. However, when comparing achievement within age groups, women tend to be over-represented in the lower grades and under represented in the higher grades. This suggests that even when women are employed at a equivalent age and employment status to male counterparts, they achieve lower ratings.
6% of female researchers in the 55+ age group achieved an “A” rating as compared to 17% of male researchers.
Younger female researchers are more likely to be ranked as a “R” or a “C” (34% of all female researchers) as compared to younger males (27% of male researchers).
15% of male researchers under the age of 35 achieved a “B” rating but only 8% of female researchers were ranked “B” within this age group.
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17
Women continue to make up less than 30% of all successful applications to the Marsden Fund. This fund is one of the largest in New Zealand for basic (non-applied) research and success is widely associated with prestige within the research community.
19952004
20032002
20012000
19991998
19971996
0
25%
50%
75%
100% Female
Male
Data from Ministry of Research, Science and Technology 2004
Proportion of female principal investigators on succesful Marsden Fund grants
AWIS Stats Booklet V1_3.indd 17 24/07/2011 2:50:34 p.m.
18
WOMEN WORKING IN UNIVERSITIES
Women remain under-represented in research staff at all Universities in New Zealand except AUT (48% female research staff across all faculties). Canterbury and Lincoln Universities report less than 30% research staff.
Note: While detailed numbers of female science staff are not available it is possible to estimate these from the total University staffing levels and the relative size of science faculties within universities. Since 1976 both enrolments and staffing of science faculties has hovered at around 17% of each university (averaged across all NZ institutions). Using published data of gender representation at each promotion level it is possible to analysis the trends of female staff levels in science faculties.
In general female representation is increasing. Recruitment to the level of professor remains low but a general upwards trend can be seen for the proportion of female science staff at the lecturer and associate professor (AP) / senior lecturer scale.
AUT
Linco
ln
Canter
buryOtag
o
Mas
sey
Waikato
Aucklan
d
Victor
ia0
25%
50%
75%
100% Female
Male
Data from Tertiary Education Commission 2006
Proportion of PBRF accountable staff by gender and University
0
50
100
150
200
Nu
mb
er o
f st
aff
Professor
AP/Senior Lecturer
Lecturer
19911981 19861976 1996 2001 2006
Data from Statistics New Zealand and the Ministry of Education 2006
Estimated numbers of female science lecturing staff since 1976
AWIS Stats Booklet V1_3.indd 18 24/07/2011 2:50:35 p.m.
19
In line with the trend that female staff are under-represented in Universities at the highest levels, there are very few female Heads of Departments (HoDs) within science faculties across the country. Waikato comes the closest to 50% representation with 42% of their HoDs being female. AUT, Massey and Lincoln all record no female staff at the science HoD level.
However, female science staff levels remain lower than male science staffing levels. In 2006 the numbers of female lecturing science staff approached equivalency with males. However, at all the higher levels of promotion, females remain under-represented.
0
100
200
300
400
500
19911981 19861976 1996 2001 2006
Male Professor
Male AP/Senior Lecturer
Male Lecturer
Female Professor
Female AP/Senior Lecturer
Female Lecturer
Data from Statistics NZ and the Ministry of Education 2006
Science lecturing staff by gender and level since 1976
0
25%
50%
75%
100%
AUT
Linco
ln
Canter
buryOtag
o
Mas
sey
Waikato
Aucklan
d
Victor
ia
Female
Male
Data from NZ University websites 2011
Proportion of female Heads of Departments (Science) at NZ universities
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20
WOMEN WORKING IN CROWN RESEARCH INSTITUTES
In 2004, 36% of staff employed by Crown Research Institutes were female. Proportionally more female staff were employed by Crop & Food Research and Landcare. Small numbers of female staff were employed by National Institute for Water and Atmospheric Research (NIWA) and Industrial Research Limited (IRL).
These are the combined totals of male and female staff from the Boards, Senior Management Teams and Executive Teams of the 8 Crown Research Institutes in 2011. It is clear that the proportion of senior female staff is remains well below 50% across all the institutes. Environmental Science and Research (ESR) comes closest to proporational representation with 7 women out of a total of 15 senior staff. Plant and Food records only 9 women in a management team of 39.
0
100
200
300
400
350
150
250
450
IRL
HortR
esea
rch
Crop an
d Food
Fores
t Res
earc
hNIW
A
Landca
re
Female
Male
Data from Ministry of Research, Science and Technology 2004
Number of researchers/scientists in CRIs by gender
ESR IRL
Plant a
nd Foo
dScio
n
AgRes
earc
hNIW
AGNS
Landca
re0
10
20
30
40
35
15
25
45
Nu
mb
er o
f st
aff
Female
Male
Data from Crown Research Institute websites 2011
Number of male and female staff in senior positions of CRIs
AWIS Stats Booklet V1_3.indd 20 24/07/2011 2:50:36 p.m.
21
ScienceBoard
InnovationBoard
AdvisoryBoard
Senior Management Team
0
25%
50%
75%
100% Female
Male
Data from Ministry of Science and Innovation website 2011
Proportion of female staff at the Ministry for Science and Innovation
0
25%
50%
75%
100%
Grant review panels
Council
Physics
Social
sc
ience
s
Ear
th
sc
ience
sM
aths
Humanitie
s
Enginee
ring
Econom
ics
Ecolog
y
Cellular
Biomed
ical
Female
Male
Data from The Royal Society of New Zealand website
Proportion of women administering the Marsden Fund
FEMALE REPRESENTATION AT THE LEVEL OF DECISION MAKING
The newly established Ministry of Science and Innovation has 50% female representation on its senior management team but has less than 25% representation on the individual boards. The innovation board and the science board are responsible for making funding decisions regarding the government’s investment into research and development.
Footnote: The Ministry of Science and Innovation (MSI) superseded the Ministry of Research, Science and Technology (MoRST) in 2011. It conducts work on behalf of the New Zealand Government in promoting and supporting science and technology. It has an oversight role in terms of management and funding for the eight Crown Research Institutes as well as managing $514 million worth of financial investment into research and development.
Only the social sciences panel of the Marsden fund achieves 50% female representation. None of the other 10 panels have gender equality. Physics is the least equitable with no female representatives currently sitting on this funding panel.
Footnote: The Marsden Fund allocates $60 million annually to fund research in New Zealand. This equates to approximately 7% of the total government spend on science.The Marsden Fund is part of the Ministry of Science and Innovation portfolio and is administered by The Royal Society of New Zealand.
AWIS Stats Booklet V1_3.indd 21 24/07/2011 2:50:36 p.m.
22
Council
Management Grant review panels
SMT Biomedical PublicHealth
Gene technologyAdvisory
0
25%
50%
75%
100% Female
Male
Data from Health Research Council website 2011
Proportion of women administering Health Research Grants
Within the health sector the Health Research Council (HRC) is a major supporter of research initiatives. Across the management teams of the HRC the proportion of female representatives is equitable at 50%. However, on both the Biomedical and Gene Technology Advisory panels, representation for females is low (under 10%).
Footnote: The Health Research Council allocates $83 million annually to fund health research in New Zealand. The board of the HRC reports to the Ministry of Science and Innovation.
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23
The Royal Society of New Zealand exists for the promotion and enhancement of science, technology and the humanities. There are three levels of membership. Basic membership (Members) is open to any person able and willing to subcribe. Fellowships are conferred by the society for achieving distinction in research or the advancement of science, technology or humanities. The title of Companion is conferred by the society for achieving a high level of eminence in the promotion or encouragement of science, technology or the humanities.
Within these categories 32% of Members are female; 9% of Fellows are female and 26% of Companions are female. This suggests that females still lag behind their male counterparts in achieving recognition within their chosen disciplines.
Members Fellows Companions
Nu
mb
er o
f p
eop
le
0
100
300
500
700
600
200
400
800 Female
Male
Data from The Royal Society of New Zealand website 2011
Number of female members of the Royal Society of NZ by gender
AWIS Stats Booklet V1_3.indd 23 24/07/2011 2:50:37 p.m.
24
WOMEN WINNING RECOGNITION
Number of science female science prize recipients
Prize(broad area of science recognised)
Year of first award
Number of Female Winners
Number of Male Winners
Percentage of female winners
Hamilton Memorial Lecture Series (Outstanding beginner)
1934 8 50 16%
Hector Medal (Chemistry) 1915 4 98 4%
Hutton Medal (Earth, Planet and Animal)
1911 3 41 7%
Rutherford Discovery Fellowship
2010 2 8 20%
Marsden Medal (Lifetime achievement)
1997 2 14 14%
NZ Association of Scientists Research Medal (Outstanding research)
1997 2 14 14%
Leonard Cockayne Memorial Lecture (Botanical)
1965 1 15 7%
Prime Ministers Emerging Researcher Prize
2009 1 1 50%
TK Sidey Medal (Outstanding research)
1933 0 19 0%
Cooper Medal (Physics) 1958 0 21 0%
Thomson Medal (Leadership and contribution)
1985 0 16 0%
Rutherford Medal (Lifetime achievement)
1991 0 19 0%
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Prize(broad area of science recognised)
Year of first award
Number of Female Winners
Number of Male Winners
Percentage of female winners
RJ Scott Medal (Engineering)
1997 0 8 0%
Sir Charles Hercus Medal (Molecular and BioSciences)
1997 0 8 0%
Shorland Medal (Major and continued contribution)
1999 0 12 0%
Pickering Medal (Technology)
2004 0 7 0%
Rutherford Foundation Distinguished Fellow Grant
2009 0 1 0%
The Prime Ministers Science Prize
2009 0 2 0%
Jones Medal (Maths) 2010 0 1 0%
Data from the following websites: The Royal Society; The New Zealand Association of Scientists and The Prime Ministers Science Prizes;
The above data is ordered by number of female winners (decreasing) then by the number of years that the award has been running (most recently instigated medals last).
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REFERENCE SOURCES:
Crown Research Institute websiteswww.agresearch.co.nzwww.esr.cri.nzwww.gns.cri.nzwww.irl.cri.nz
www.landcareresearch.co.nzwww.niwa.co.nzwww.plantandfood.co.nzwww.scionresearch.com
Health Research Council of New Zealand websitewww.hrc.govt.nz
Ministry of Education (all years)http://www.educationcounts.govt.nz
Additional data from:Trends in year 5 science 1994-1996, published by the Ministry of EducationEducation Statistics, historical data in printed form, published by the Ministry of Education
Ministry of Science and Innovation wesbitewww.msi.govt.nz
Ministry of Research, Science and Technology (2004)MoRST response to OECD questionnaire ‘Women and Scientific Careers’ published by MoRST, 2005
New Zealand Association of Scientists websitewww.scientists.org.nz
New Zealand university websiteswww.auckland.ac.nzwww.aut.ac.nzwww.canterbury.ac.nzwww.lincoln.ac.nz
www.massey.ac.nzwww.otago.ac.nzwww.victoria.ac.nz
www.waikato.ac.nz
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Statistics New Zealand (all years)http://www.stats.govt.nz
Tertiary Education Committee (2006)http://www.tec.govt.nzAdditonal data from:Human Resource Trends in the Tertiary Academic Workforce published by the Tertiary Education Committee 2008
The Prime Minister’s Science Prizes websitewww.pmscienceprizes.org.nz
The Royal Society of New Zealand websitewww.royalsociety.org.nz
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NOTES
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ASSOCIATION FOR WOMEN IN THE SCIENCES
www.awis.org.nz
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