Access to degree courses and choice of degree subject. In Germany, access to degree courses and choice of degree subject is highly selective and strongly segregated in terms of gender. Particularly serious is the under-representation of women in the field of engineering, and of men in the area of education.
Measures aimed at making courses more attractive to the under-represented gender relate to three areas in particular:
Attracting potential students of the under-represented gender.
To break down horizontal segregation – i.e. the under-representation of one gender in gender-segregated degree courses – institutions of higher education need to implement measures aimed at changing the way some subjects are viewed by society as specifically "men's" or a "women's" areas. It is particularly important that degree courses and departments are seen as being open at all levels to the under-represented gender.
The following are some tried and tested ways of doing this:
- organising information events aimed specifically at the under-represented gender (taster courses, school events, etc.)
- designing printed materials and Internet sites that appeal equally to both genders
- consistently using gender-neutral language and avoiding gender stereotypes in words and pictures
- taking into account the existing knowledge that each gender typically brings with them
- referring to historical and present-day role models from the under-represented gender.
Such measures are found today particularly aimed at encouraging women to take engineering degrees. Equivalent measures aimed at attracting men onto courses with a very low proportion of male students are rare. However, things are beginning to change here, too. For example, there are a number of "taster courses for boys" (as a counterpart to "girls' days") being offered in the nutritional sciences, and efforts are being made to recruit male students onto courses in rehabilitation studies.
Gender-balanced admissions procedures.
Introducing two-tier degree courses also involves getting institutions of higher education actively involved in admissions procedures, and allowing universities to select their own students. This will mean that universities can check how well qualified potential students are, with regard to the requirements of the degree course, before they accept them onto courses.
To prevent any gender bias occurring in admissions procedures and tests, institutions of higher education should:
- use gender-neutral language
- target male and female students equally
- allow for the existing knowledge typically brought by each gender
- actively avoid gender stereotypes
- carry out gender-balanced self-testing and gender monitoring of the results of the selection and admissions procedure.
Impact of course fees. Course fees represent an additional barrier to equality of access to degrees from the point of view of gender. In some cases, fees already exist; elsewhere, the introduction of course fees or contributions are planned. There is a real concern that women, in particular those from educationally disadvantaged families, will be discouraged from studying by course fees. Course fees may also stop female students from enrolling in degrees in gender studies or courses with a gender focus.
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