This article is concerned with the under-representation of women on science and engineering and technical (SET) courses in higher education in Britain and the underlying reasons for this. The first section critically examines a 'barrier' model which focuses on factors which may impede and or discourage women from entering the field reviewing potential barriers such as-SET education in schools, the nature of scientific enquiry, the masculine occupational culture of SET, the image of scientists and lack of role models and networks. The second section briefly presents an alternative model which focuses on the extent to which such under-representation reflects a tendency for women to make positive choices of alternative occupational fields. It is concluded that rather than focusing on a barrier model in which women are seen in a relatively passive role, more consideration should be given to the extent to which women's career decisions arise out of positive choices.
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