VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
Attracting Girls and Advancing Women in Science and Technology:
Why this is Necessary and what Academies can do to Remove Obstacles
IANAS, Rio de Janeiro, Brazil
Elisa Baggio Saitovitch CBPF, MCT
1
plenary lecturers = 4 (25%)
symposia speakers = 89 (39%)
1st author in posters= 935 (62%)
Total registrations = 2445
registration = 1461 (60%)
Eliane Voulchan
plenary lecturers = 2 (25%)
symposia speakers = 80 (24%)
1st author in posters= 647 (47%)
Total registrations = 2289
registration = 954 (42%)
7th IBRO WORLD CONGRESS OF NEUROSCIENCE
Melbourne, Australia, July 2007.
Female Participation International Conferences
Participation in International conference is essential for scientists
Why so few
• Looking at a developing nation like mine, you would
consider the women in S.& T as doing extra work.
She has to combine academics with house chores
and taking Mathematics as a compulsory elective.
Mostly she is also in charge of other things at home.
• All these hinders females from actually progressing
rapidly in Sc. & Tec. When one sees her mate rapidly
scale up the academic ladder while she is as it were
crawling on the same ladder, she feels like running
down the steps to the humanities and arts.
A colleague from TWOWS
3
4
How many of scientist women
• Are married?
• Have children?
• Have been mistaken for a secretary?
• Make or have been asked to make coffee for the
department or research group?
• Have been asked to take notes at a meeting?
• Cook dinner most nights?
• Spend more than 2 hours per day caring for
children, parents, or others?
Listen from colleagues in conferences
• Can I believe in results of a Brazilian woman?
• I would never like to get divorced from you!
• I would not like to be your husband!
5
6
Science Needs MORE Women
• Women bring talent, ideas and approaches that
enrich and advance Science. Yet . . .
- Women are SCARCE.
- Senior women are VERY SCARCE.
• Some woman has to be the FIRST ONE in each
department, subfield, program committee,
directorship, etc
• A classically forbidden state,
• Often meeting colossal resistance
7
Women in Physics: Opportunity and Potential
• How many girls and women had potential to be
great scientists, but no opportunity?
• What ideas were lost to science, society, & science
education because few women participated?
• How many children have poor science literacy,
because their mothers know no science?
Guatemala: Señor como quiere usted que yo respect las piedras?
Tiengo hambre y en el pueblo mi familia no tiene ni mismo lo que
comer. Como quiere usted que se respecten las piedras, si aca
no se respectan ni mismo los hombres?
In Latin America
We need the participation of all independent of
race, color or gender,
We can not leave behind the women that are 50% of population
• Education for the majority
• Develop capacity to adapt and create Innovation and Technology
• Creativity and Technological knowledge are necessary
• Some statistics
9
10
Statistics on Women in Physics (USA)
• 47% of high school students taking physics (2005)
• 21% of undergraduate degrees (class of '06)
• 17% of PhD recipients (class of '06)
• 6% of full professors (2006)
• 0% of faculty in 43% of physics departments (2006)
• < 20 departments graduating ≥ 5 female BS (1999-03)
• ~10 departments producing ≥ 5 female PhD (1999-03)
• Minority women? Almost none!
Beverly Hartline
Data from AIP reports;
summarized by Y. Zastavker
11
Significant Global Differences, But Low Everywhere
12
Large National Differences Within Regions
Data from IUPAP 1990-2002
13
BRAZIL
High hopes for Brazilian science - Nature, June 2010
- Entrevista com o Ministro de Ciência e Tecnologia, Sergio Machado Rezende:
Exciting times for Brazilian science - Nature Materials, Vol. 69
CNPq/ CAPESAlice Abreu
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e CiênciaFonte: MEC/INEP/DEEDCEFET/IFET - Centro Federal de Educação Tecnológica e Instituto Federal de Educação, Ciência e Tecnologia
Brazil – Number of Students in the University 2008
Total Women % Women
5.080.056 2.772.828 54,58
800.318 478.668 59,81
Prof. in the Universities 2008
Total Women % Women
Brasil 338.890 152.170 44,90
Publica 119.368 51.925 43,50
Privada 219.522 100.245 45,67
Brazil – Prof. in the University 2008
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e CiênciaFonte: Censo de grupos de pesquisas. CNPq.
CNPq – research groups in Intitutions, Scientists and doctors. 1997 – 2008
Institutions , Research groups, Researches , PhDs. Brazil, 1993 – 2008
1997 2000 2004 2006 2008
Institutions 181 224 335 403 422
Research groups 8.632 11.760 19.470 21.024 22.797
Researchers 34.040 48.781 77.649 90.320 104.018
Doctors 18.724 27.662 47.973 57.586 66.785
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq – Fellowships 2001-2008
45.361 46.114 46.146 49.106 51.340 55.358 57.161 59.420
0
20000
40000
60000
80000
2001 2002 2003 2004 2005 2006 2007 2008
No total bolsas
CAPES – Fellowships–1996 - 2008
18.534
15.836 15.890 16.515
21.17622.387
23.33424.495 25.310 26.096
28.888
31.524
41.039
10.000
15.000
20.000
25.000
30.000
35.000
40.000
45.000
19961997
19981999
20002001
20022003
20042005
20062007
2008
Núm
ero
de b
olsa
s
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
Fonte: CAPES MEC. Elaboração:Coordenação Geral de Indicadores ASCAV/SEXEC MCT. .Note: The Professional MSc started in 1999.
Brazil: Master and PhD Students - 1987-2007
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência•Fonte: CNPq website.
CNPq – Members of Committees to select fellowships and
grants - December 2009
Total Women % Women
Human and social sciences 57 29 50%
Life sciences 98 23 22%
Engineering, Earth and
Exact Sciences83 6 5%
TOTAL 238 58 24%
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq Research Groups (%) 1995 – 2008
0
10
20
30
40
50
60
70
1994 1996 1998 2000 2002 2004 2006 2008
Year
Masculino Feminino
39
39
4244 46 47
48
49
Fonte: CNPq, Censo de grupos de pesquisas
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq - Research Groups
% Women in different areas - 2008
Scientific area Women %
TOTAL 48,89
Engineering and computer science 27,31
Exact and Earth sciences 33,73
Agrarian sciences 37,86
Applied social sciences 47,69
Biological sciences 53,29
Human sciences 59,27
Health sciences 60,40
Arts and linguistic 66,46
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq – Research Groups
Leaderships distribution by age and gender - 2008
Fonte: CNPq. Censo de Grupos de Pesquisas
0
500
1000
1500
2000
2500
Até 24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65 ou + ñ inf.
476
611
1.557
1.869
2.124
1.760
1.039
548
323
601
63
364
926
1.325
1.506
1.196
627
293
154
30
Men Women
Woman % Group leaders - 1995-2008.
1995 1997 2000 2002 2004 2006 2008
% Women 34,16 37,25 39,41 40,68 41,75 43,26 44,54
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq –Research Groups
% Women leading Groups per areas - 2008
Fonte: CNPq. Censo de grupos de pesquisas.
Scientific area % Women group leaders
Engineering and computer science 21,90
Exact and earth sciences 28,21
Agrarian sciences 32,29
Applied social sciences 44,20
Biological sciences 51,26
Human sciences 55,44
Health sciences 56,37
Arts and linguistic 66,49
TOTAL 44,52
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq Research Groups
Women participation– by level - 2008
Fonte: CNPq. Censo de grupos de pesquisas.
Students groups Women %
2000 2002 2004 2006 2008
Doctor students 49,12 51,79 52,76 54,37 55,12
Master students 52,23 55,06 55,74 56,73 57,66
Inic. Científica 58,18 58.09 57,38 58,52 59,51
Total 54,11 55,68 55,97 57,25 58,20
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq –Fellowships given by categories –
% Women 2002 - 2008
Feallowship in Brazil 2002 2004 2006 2008
Iniciação Científica- IC 54 54 55 57
Master – GM 52 50 52 52
Doctor – GD 49 49 50 51
Post-doctor - PD (1) 39 48 52 51
Research productivity – PQ 32 33 33 34
Total 48 48 48 49
Total number of fellowships 45.348 48.596 55.004 58.869
Fellowships Abroad 2002 2004 2006 2008
Doctor 37 41 32 28
Doctor Sandwich 51 52 43 50
Visiting Professor Junior/Senior 16 0 35 30
Post-doc 40 35 29 37
Total 39 41 33 39
Total number of scolarships 766 510 354 551Fonte: CNPq/AEI (2.9.1-Sexo_Mod_PaisExt_0108_nº)
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq – Research Fellowships
% Women per Level– 2001 -2008
Fonte: CNPq/AEI
Productivity
Fellowships
Levels
% Women
2001 2002 2003 2004 2005 2006 2007 2008
1A 22,3 22,1 22,9 23,8 23,2 23,0 23,0 23,6
1B 27,1 27,8 27,2 27,2 28,6 30,4 31,8 31,8
1C 28,0 27,8 28,6 29,3 30,0 30,6 31,6 32,0
1D 32,3 32,9 34,0 34,6 34,5 35,0 34,2 32,9
2 37,2 37,8 37,7 38,3 37,7 37,2 36,8 37,0
Total 32,1 32,3 32,5 33,4 33,3 33,4 33,7 33,8
Number of Fellowships X Number of Publications
In Physics in 2006
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
CNPq – Adisory Committees to select
Fellowships and grants - % Women by areas -
December 2009
Fonte: CNPq website
Scientific areasTotal
number
Number
of woman% Woman
Human and social sciences 57 29 50%
Health sciences 98 23 22%
Engineering, exact sciences and
earth sciences83 6 5%
Total 238 58 24%
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
Academia Brasileira de Ciências – October 2009
Áreas Científicas da Academia
Brasileira de CiênciasMan Woman %Woman
Agrarian sciences 17 4 23,53
Biological sciences 21 7 33,33
Biomedical sciences 85 15 17,65
Engineering 26 1 3,85
Health sciences 20 2 10,00
Earth sciences 40 2 5,00
Physics 66 4 6,06
Math 46 3 6,52
Chemical sciences 42 7 16,67
Social sciences 13 5 38,46
TOTAL 376 50 13,30
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
Engenheiras Petrobras
Reasons
Stiffness of the scientific community
Discrimination claims that ancient man's superiority
Male models adopted to evaluate and judge, set the
criteria.
Male model permeates the workplace
Preference to family, the predominance of emotion and sensitivity
Historical guilt feeling
Lack of aggressiveness, timidity and submission
Low self-esteem
Tendency to adopt male patterns of work
Private X Public
As is going this passage from the private to public world?
With many gains for science because the woman has contributed to the expansion of knowledge
Adapting and / or questioning, to change the male face of science .
32
A "Glass Ceiling" in All Countries
• Very few women in leadership
positions
• Very few women full professors
• Some assistant and associate
professors
• Several post-docs
• More graduate students
• Even more undergraduates
• Efforts by women & men are
helping some women through the
glass ceiling into leadership in
some countries
Source: Economist 7/05
33
Balancing Family and Career
• Career/family conflicts are a serious challenge for
women scientists around the world
- Women have children at the age a physicist must start her career,
working long hours in temporary positions, often abroad
• In most countries, women are responsible for children,
home, cooking, laundry, . . .
• It helps when men and women together share family and household
duties and pleasures
• Both boys and girls must be taught to
expect this lifestyle
• In some countries and cultures the
expectations of females CLASH
sharply with the requirements to
succeed in science
34
Bringing Up Girls & Boys
• Get dirty
• Take things apart and put
them together (or maybe not)
• Work with tools
• Explore and build
• Do sports and outdoor games
• In team projects: be the
leader and innovator
• Be energetic & rambunctious
• Think for himself
• Stay clean
• Keep things whole, neat and
pristine
• Use paintbrushes artistically
• Read and write
• Play quietly indoors
• In team projects: be a follower
and note-taker
• Cook following recipes
• Don't question
Preparation for interest and success in
science and engineering?
35
Understanding the Challenges
• According to Dr. Virginia Valian (author of
Why So Slow? ) two key concepts help
explain the difficulties girls and women face
entering and advancing in science and
engineering
“Gender schema"
Accumulation of advantage
• These hidden challenges are likely to be
aggravated for under-represented minorities
36
Gender "Schema"
• Gender and ethnic "schema" are widely held
beliefs about men, women, and people from
ethnic groups with respect to their competence,
career roles, and leadership ability
– Lead us to overrate white men
– Lead us to underrate women and minoritiesk
Drawing © UFS, Inc, 3/6/04
Overheard
at the Physics
conference:
You're the
smartest
secretary
I've met.
Thank you.
But I'm an
physicist.
37
Accumulation of Advantage
• "Accumulation of advantage" refers to the cumulative
long-term effect of small differences in the way males
and females from different ethnic groups are treated
throughout their lives
• At home and in school
• On the sports field
• In the workplace
• In restaurants, stores, theatres,...
• If majority males experience "1.001" and others
experience "0.999" the difference accumulates
profoundly
• White males' experience ("1400" after 20 years)
• Others' experience 0 ("0.00067" after 20 years)
38
Your Ideas, Strategies & Actions Needed
• To interest girls and ensure they get the needed
math background in primary & secondary school
• To attract & graduate women in science (BS & PhD)
• To launch women graduates into science careers
- Career options for scientists needed in all countries
• To get women into the science professoriate
• To promote women science into leadership
• To solve the family-career conflict
• To overcome the special challenges and barriers
associated with some racial/ethnic/cultural groups
• To reform institutions to be more inclusive
39
Catalyze and Drive Change
Including more women would bring more
ideas and approaches to science, thereby
reinforcing and enhancing the quality of the
science
• How can we blaze or open new pathways for women
(and others) to enter science?
• How can we transform the profession of science,
along with the institutions where it is practiced, to
welcome and promote women?
40
23rd IUPAP General Assembly (1999)
• Concerned about very low participation of women
in physics in most countries
• Passed a resolution to form IUPAP Working Group
on Women in Physics (WIP)
- Marcia Barbosa (Brasil), founding chairperson
- Judy Franz (USA) IUPAP Liaison
- 13 members from 12 countries
• WIP mandate to survey the situation, report to
IUPAP, and suggest strategies to improve the
situation
- Conducted international survey
- Organized 1st IUPAP Int'l Conference on Women in
Physics (Paris, 2002)
41
IUPAP's Women in Physics Conferences:
I: Paris, 2002 II: Rio, 2005
Paris 2002
~300 physicists from
65 countries; 15% men
(only ~45 countries were
IUPAP members at this time)
WYP 2005 Event
Rio de Janeiro 2005
~150 physicists from
~40 countries; 7% men
Limited travel funding
42
Results from ICWIP 2002 & 2005
• Unanimous resolutions later approved by IUPAP General
Assembly
• Empowered participants returning home to take action
• Conference Proceedings published with reports from more
countries than attended
• IUPAP created associate membership categories for developing
countries
- Membership has risen from 45 countries to 59, including 8 in Latin
America (Argentina, Brasil, Chile, Colômbia, Costa Rica, Cuba,
México, Peru)
43
IUPAP Actions After ICWIP 2002 & 2005
• Women appointed to Liaison Committees in
significant numbers
• Gender a consideration in nominations to
Commissions and the Council
- 2005: Judy Franz (USA) became Secretary General of IUPAP
- 2008: Marcia Barbosa (Brasil) elected IUPAP Vice President
- 2008: Cecilia Jarlskog (Sweden) elected President Designate
• IUPAP-sponsored conferences expected to have
women on program committees and as invited
speakers
44
Other Strategies and Actions• Networking nationally and internationally
• Making recommendations to governments & physical
societies—with many being adopted
• Internet resources, web pages, and data bases
• Information exchange and teacher workshops on
teaching methods and syllabi effective with girls
• Women in physics ―site visits― to improve ―climate‖
• Mentoring programs, career brochures, and job
shadowing
• "Success skills" training
• Family-friendly policies: caretaker leave, childcare,
pausing "tenure clock," flexible age limits
• Statistics on participation, hiring, promotions, salaries
GAB BRASIL
Agreement between GAB and the Brazilian
Academy of Sciences - Established in October
31st 2006
Since then, the Committee had only three
meetings, but keep contact through on-line
networking.
ACTION PLAN – OBJECTIVES:
1. Activities related to improving gender equity in science and
technology education
2. Activities related to improving the collection of gender
disaggregated data for policy makers
3. Making science and technology decision-making more gender
aware
4. Removing the obstacles to women in scientific and technological
careers
5. To strengthen GAB BRASIL resource base, structures and
systems to implement its programs, projects and plans to achieve
the stated goals and objectives
Alice ABREU (Chair) - ICSU-LAC
Jussara Marques de ALMEIDA – UFMG (Computer Science)
Marcia BARBOSA – UFRGS (Physics)
Beatriz Barbuy – USP (Astronomy)
Eva Alterman BLAY – USP (Sociology and Gender Studies)
Sandra BRISOLLA – UNICAMP (Economy)
Yvonne MASCARENHAS – USP/ABC (Chemistry/Physics)
Lúcia MELO – CGEE (Engineering)
Magaly PAZELLO – PAGIC (NGO)
Lucia PREVIATO – UFRJ/ABC (Microbiology)
Elisa REIS – UFRJ/ABC (Sociology)
Elisa SAITOVITCH – CBPF (Physics)
Angela ULLER – UFRJ (Engineering)
Mayana ZATZ – USP/ABC (Biological Sciences)
MEMBERS
http://www.cbpf.br/~mulher/index2.html
Elisa Saitovitch and Marcia Barbosa Porto Alegre
Ciência – Mulher 2004
Latin American Women in Exact and Bio Science
MUJER CIENCIA BOLIVIA 2007
Elsa Quiroga
CUARTA CONFERENCIA DE LATINOAMERICANAS EN LAS
CIENCIAS EXACTAS Y DE LA VIDA ―Ciencia Mujer 2009‖
• My final message is that:
beside work to have more women in science it is
necessary to qualify their participation.
52
The Opportunity and Challenge
Women and men working TOGETHER can
make science more inviting to women
• And also to men
• Of all races and nationalities
Which would accelerate science progress
53
54
Ciencia Mulher
• Women face several obstacles in the entrance,
permanence and professional growth in a scientific
career. Among these are
• - Prejudice and lack of support / incentives for family
members and society for a woman to pursue scientific
career, which requires a great dedication.
• - Lack of perspective in the labor market, as a result of
discrimination, such as the existence of unique positions
for men and women who have children, etc..
• - Children (family responsibilities) and on a double shift
work.
• - Tension in the marital relationship, even when her
husband shares the profession.
55
Ciencia Mulher
• - The glass ceiling, difficult to cross and then preventing
them from moving forward. The society reinforces a
model of fragility for women that makes a strong
counterpoint to the model of academic career associated
with an image of toughness.
• - Some consequences: low self-esteem, excessive self-
criticism.
• This leads to: barriers in promotions, distribution of
tasks, afraid to apply for or hold positions of visibility.
• Women with power is only accepted in exceptional cases
if professional profile of the woman is much better than
any pair of males with requirements to occupy the same
position.
56
Ciencia Mulher
• - New technologies have created new job
opportunities for women, because they do not
require physical strength and minimize and soften
the household chores. The new media allow to bring
culture and education to more distant places, thus
contributing to the full involvement of women in
society. Electronic communications reduce the
distances, facilitating contact between women and
their organizations.
57
Ciencia Mulher
RECOMMENDATIONS – SOLUTIONS
• Make researchers, illustrators, publishers of science
magazines to be attentive to gender issues so as not to
perpetuate stereotypes of woman.
• A Latin American woman scientist should participate in
activities promoting and fostering, encouraging girls and
young women to move into careers in science.
• Ensure a quality basic education for all, regardless of gender.
Improving science education and increase the university also
encouraging the entry of women in science.
• To minimize the influence of stereotypes on career choice, it is
suggested the creation of a basic cycle university training,
common to all careers.
58
Ciencia Mulher
• - Mobilizing women researchers to be more present in the
media, raising awareness of colleagues who have to make
science communication, considering the magnitude of the
impact of positive role models of women scientists for
teenagers.
• - Encourage programs as a young scientist, encouraging new
values for the confrontation of stereotypes.
• - Motivate and encourage girls to choose careers in science,
while educating the boys in the sense that animate to do so
and support this intent.
• - Increase participation of women scientists in events such as
"Week of S & T and other projects of scientific dissemination.
59
Ciencia Mulher
• - To carry out actions for the dissemination and popularization
of science with a gender perspective, in schools and media.
Promote vocational education in schools with greater
integration-School-University Research Centers.
• - Some initiatives:
• (1) create programs that take youth to attend Universities and
Research Centers,
• (2) establish programs that lead to professional schools of
education,
• (3) expand programs of development agencies to involve
children and adolescents scientific and technological subjects.
60
Ciencia Mulher
SHARES IN PUBLIC POLICY
• - Establish mechanisms for joint action between
government agencies responsible for gender
policies with those responsible for S & T.
• - Establish the right of the stock of doctorate and
master's enjoyment of paid maternity leave,
extending the duration of the fellowship and the
deadlines for submitting their theses and
dissertations.
- Request that the curriculum standards (eg,
curriculum Lattes) include an item designed to
provide information on the number of children and
dates of birth.
61
Ciencia Mulher
• - Request that the scientific meetings to provide a
service for childcare.
• - Establish "subsidies for re-insertion― to which
women have committed themselves to the scientific
system for family reasons may resume their
research career.
• - Encourage, fund and widely disseminate research
on gender in science and technology, particularly in
the hard sciences, natural and biomedical sciences.
• - Conduct comparative studies of women in Latin
America.
• - Studying life trajectories of women scientists,
grouping them by age and following them over time.
- Promote gender periodic conferences with
participation of scientists and researchers and
62
Ciencia Mulher
• Studying life trajectories of women scientists, grouping them
by age and following them over time.
• Promote gender periodic conferences with participation of
scientists and researchers and researchers of gender.
• Create awards for excellence for women.
• Create support programs for the publication of theses,
monographs and life stories of women who excelled in science
in our countries.
• Encourage the creation of advisory services to institutional
and gender issues.
63
Ciencia Mulher
AFFIRMATIVE ACTION
• - Increase and ensure the representation of women in
proportion compared to professionals with the same level of
excellence, commissions, committees and boards of agencies
and representative bodies of government and institutional.
• Encourage decision-making bodies in the area of Sc. & Tec. to
establish quotas for women, with regard to support for
research projects and scholarships in the country and abroad,
and establish different variants of grants and shared set age
limits
• Require public agencies provide data sufficiently detailed to
allow the studies mentioned above.
