Denise M. Korniewicz, PhD, RN, FAAN, Dean, UND College of Nursing

Often when reviewing the literature associated with women in the sciences, the majority of the articles have focused on the themes of gender bias, family matters, discrimination, or “gatekeeping” issues surrounding admission to the sciences or technology fields. In fact, most editorials nationally and internationally dwell on similar themes when discussing the ability to increase the opportunities for women in the sciences.
     Perhaps it is time to look into the future and think about a world in which these traditional views have been removed and focus on new themes that promote women in the sciences. A few suggested new themes would include creativity, originality, quality of work, outcomes associated with the scientific discipline, and the ability to communicate within and outside of the discipline. These ideas are not new; rather, it is the “actions” associated with these principles that would change the face of each scientific discipline. For example, the characteristics new applicants into science would have to demonstrate are the ability to “think” outside the box, critically think, and, most importantly, be able to disseminate new knowledge through effective oral and written communication. 
     In order to transform institutional structures to adapt to these suggested nontraditional methods for new and current scientists, it means changes in roles, functions, policies, operations, and leadership. The creation of different work environments that promote flexibility, multidisciplinary cross-training, team education, and excellence are new ideas that need to be embraced by scientific leaders. A future model of science education incorporating these themes would remove the traditional issues (gender, family, inequality) associated with women in the sciences and provide future scientific leaders who have competed based on clearly established outcomes thus eliminating the obstacles of the past.