Why don’t boys apply to vet school? A pilot study

H C Perrin

doi:10.1136/vr.103754

Abstract

VETERINARY medicine is an increasingly female-dominated profession. Although the current workforce is sex balanced overall, it is highly skewed towards older male vets and younger female entrants (Fig 1) (Royal...

Highlights

Veterinary medicine is an increasingly female-dominated profession
Female applicants were less certain about their plans: “I don’t really know, I want to work with patients but haven’t decided yet” [F Den]
They tended to word their ambitions in the form of picturing themselves in a particular role: “I can see myself working on a farm in Cornwall” [F Vet], whereas males focused on the concrete aspects of the work

Summary

Introduction

The current workforce is gender-balanced overall, it is highly skewed towards older male vets and younger female entrants (Figure 1) (Royal College of Veterinary Surgeons 2014). Statistics show that male school-leavers are not less successful in gaining places; they are not applying for veterinary degrees (Universities and Colleges Admissions Service 2014). The recent VetFutures report identified the gender imbalance as “raising questions about attractiveness of veterinary medicine as a career choice for men” (Royal College of Veterinary Surgeons/British Veterinary Association 2015). This study looked at why, given the similarities in entry requirements and training structure, male school-leavers do not consider it as a career option equivalent to medicine or dentistry. Galotti (1995) reported gender differences; boys being more analytical and girls relying more on intuition and “feel” Various studies have looked at gender in the context of higher education decision-making, with broadly similar results. Briggs (2006) and Gross (2011) found that boys prioritised academic reputation, quality of staff, employment prospects and social life; whereas girls preferred courses with work placements and relied more on their own perceptions of the institution and course based on campus visits. Galotti (1995) reported gender differences; boys being more analytical and girls relying more on intuition and “feel”

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