Gender equity in higher education: why and how? A case study of gender issues in a science faculty

At a time when more and more natural science subjects are attracting an increasing number of women ( chemistry for example) physics remains a male stronghold. It is not easy to understand this phenomenon or the anomaly that over-representation of males in physics faculties is more likely to occur in countries known for their attempts at equalizing opportunities for women. Sweden, for example, has a parliament in which 40% of its members are women and yet the average percentage of women lecturers in physics faculties is about half of that. In Sweden today women professors of physics ( both appointed and promoted) typically represent 10% or less of the total professorial staff. In this paper we report on a qualitative case study of gender equity in a large physics faculty in a Swedish university. In order to locate our study in a more general social and political context we look at Swedish legislation that seeks to equalize opportunities for women in higher education. The rest of the study focuses on a brief review of research in the area of gender issues in higher education and an analysis of interviews with three women in physics: one a professor, one a lecturer and the third a PhD student. The analysis discusses why the current disproportion exists, if it is a good or bad thing for physics and physicists and how one might rectify any perceived problems in terms or gender relations and gender equity.