Aba Bentil Andam

Balancing Family and Career

In essentially all countries, responsibilities for child care, cooking, cleaning, and other homemaking tasks fall predominantly on the wife and mother. In addition, the childbearing years come during the period when a physicist must study hard, work long hours on research, and take temporary positions, often abroad. Thus, balancing family and career has long been one of the major barriers to women’s participation in science and engineering fields, including physics. While many young women believe that they must choose between having children and having a science career, the fact is that the majority of women physicists in both developing and developed countries have successfully done both. This paper summarizes some ideas and recommendations raised in discussions, especially focused on easing the challenges of having children while in temporary jobs, returning to physics after a career break, the need for “family‐friendly” working conditions, and the dual‐career problem facing couples where both are scien...

Women in Physics in Ghana: Improvement on the Horizon

In Ghana, the number of women involved in physics has been rather small compared with that of men. We report a gratifying increase in the number of women studying physics in Ghana during the past 5 years. This is the positive result of various intervention strategies that have been put in place in Ghana during the past 15 years. It is estimated that the developing countries of Africa need at least 2000 scientists per 1 million in population for effective industrial development. If this critical mass of scientific personnel is to be assembled, with the relevant supporting technical personnel, no country can afford to leave 50% of the population—the half that consists of women—out of scientific, technological, and mathematics education. It is imperative that many more women study physics if the country is to move forward and have the critical mass of scientists needed for economic growth. One of the basic problems that have put women on the sidelines in the pursuit of scientific studies and careers is gender stereotyping. Gender stereotyping of school courses and careers finds expression in the expectation that certain courses like physics, mathematics, engineering, and other technical work are “boys courses” or “men’s jobs” and girls will study languages, typing, cooking, and sewing, which will lead to jobs in catering and junior-level office work. These societal expectations are projected in the school into what has been described as “the hidden curriculum.” On paper, all subjects are open to all students, but in practice there is often gender bias toward certain subjects. The result has been a categorization of careers into “men’s jobs” and “women’s jobs.” In fact, some well-meaning people have, in the past, advised that the study of science and mathematics could harm the delicate feminine frame.

Women in science in Ghana: The Ghana science clinics for girls

The Ghana Science Clinics for Girls, started in 1987, gave rise to a paradigm shift in the inclusion of girls in science education. One generation later, we review the impact. Our study indicates that progress has been made in the effort to mainstream women into science studies and careers, mainly as a result of the changes that took place through this intervention strategy. The retention rate for girls in science from primary to university has risen considerably and performance is higher.