Newsletter #8 Interview with Benoite De Saporta – Women’s History Month

Benoîte de Saporta: In March, the University is highlighting women.
,Director of the Department of Mathematics Education at the Faculty of Sciences

Last mission before the lockdown—but already wearing a mask!

A full professor of applied probability at the University of Montpellier since 2014, Benoîte de Saporta is a member of the Alexander Grothendieck Institute of Montpellier (IMAG). Her research and interests focus on applied probability (Markov processes, stochastic control, simulation-based numerical approximation methods) with applications primarily in dynamic reliability (optimization of maintenance schedules and operations) and population dynamics (asymmetry in cell division, optimization of medical treatment).

She is the Director of the Department of Mathematics Education at the Faculty of Sciences, and we asked her to talk to us about the role of girls in mathematics education in general:

BdS: In France, more girls than boys earn the baccalaureate: 86% of girls versus 76% of boys pass the exam. However, these figures mask significant disparities across academic disciplines, which become more pronounced during higher education and in professional life. In 2017, 47% of students in the Terminale S track were women, as were 43% of students in science bachelor’s programs and 40% in science master’s programs. This gradual decline is known as the “leaky pipeline.” It is particularly evident in mathematics: these figures drop to 28% of associate professors and 12% of full professors in mathematics (sections 25 and 26).

And as for the Faculty of Sciences in Montpellier, are there more female students interested in this field?

BdS: This imbalance is also evident at the FdS. In 2020, 39% of students in the third year of the bachelor’s program in mathematics were women, compared to 24% in the second year of the master’s program in mathematics. The Department of Mathematics also falls well below the national average, with 13% of its total staff being women and only 4 female faculty members (3 MCFs (10%) and 1 PR (5%)).

 And at the national level, are there any noticeable differences or improvements?

BdS: These figures are improving slightly, but very slowly: nationally, the percentage of female faculty members in mathematics rose from 20.8% in 1998 to 22% in 2019. The real change in recent years is that the issue is being discussed much more openly. There are strategies in place to combat gender stereotypes and implicit biases and move toward greater equality:

–       Encouraging girls to study science
–       Raise awareness about women in science
–       Use communication materials free of stereotypes, from worksheets to institutional materials:
http://www.haut-conseil-egalite.gouv.fr/IMG/pdf/guide_pour_une_communication_publique_sans_stereotype_de_sexe_vf_2016_11_02.compressed.pdf

–       Becoming aware of one’s own implicit biases:
  https://implicit.harvard.edu/implicit/takeatest.html

– Develop women’s networks and mentoring programs
– Promote work-life balance
– More generally, see the list of recommendations from the“Gender Gap in Science”project: https://gender-gap-in-science.org/project-book-booklet/

*Note: The last two links will take you to English-language websites, and you may need to log in to access the articles.

In conclusion, while March is the month when gender equality issues are highlighted, action must be taken throughout the year to make scientific studies and careers more appealing to girls and women, in order to move toward greater equality—which is synonymous with diversity, richness, and creativity.