TY - GEN
T1 - Gender equality in STEM programs
T2 - 11th IEEE Global Engineering Education Conference, EDUCON 2020
AU - Garcia-Holgado, Alicia
AU - Mena, Juanjo
AU - Garcia-Penalvo, Francisco Jose
AU - Pascual, Jimena
AU - Heikkinen, Mervi
AU - Harmoinen, Sari
AU - Garcia-Ramos, Lucy
AU - Penabaena-Niebles, Rita
AU - Amores, Lucia
N1 - Publisher Copyright:
© 2020 IEEE.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/4
Y1 - 2020/4
N2 - According to the Global Gender Gap Report 2020, most of the countries have achieved gender parity in educational attainment. Furthermore, Latin America and Europe have more women than men enrolled in tertiary education. The problem arises when those numbers are analysed by degree studies. There is a gender gap in science, technology, engineering and mathematics (STEM), with a low number of women enrolled in those programs and even lower numbers of graduates. The universities have a key role to steer new conceptions and understanding of the females in STEM. The higher education institutions have to define measures and policies to reduce the gender gap in the careers of the future. This work aims to provide a proposal to analyse the gender equality gap in STEM as a first step to define gender equality action plans focused on processes of attraction, access and retention and guidance in STEM programs. The proposal was applied in ten Latin American universities from Chile, Colombia, Costa Rica, Ecuador and Mexico, and five European universities from Finland, Ireland, Italy, Spain, United Kingdom.
AB - According to the Global Gender Gap Report 2020, most of the countries have achieved gender parity in educational attainment. Furthermore, Latin America and Europe have more women than men enrolled in tertiary education. The problem arises when those numbers are analysed by degree studies. There is a gender gap in science, technology, engineering and mathematics (STEM), with a low number of women enrolled in those programs and even lower numbers of graduates. The universities have a key role to steer new conceptions and understanding of the females in STEM. The higher education institutions have to define measures and policies to reduce the gender gap in the careers of the future. This work aims to provide a proposal to analyse the gender equality gap in STEM as a first step to define gender equality action plans focused on processes of attraction, access and retention and guidance in STEM programs. The proposal was applied in ten Latin American universities from Chile, Colombia, Costa Rica, Ecuador and Mexico, and five European universities from Finland, Ireland, Italy, Spain, United Kingdom.
KW - Framework
KW - Gender gap
KW - STEM
KW - Self-analysis
KW - University
UR - http://www.scopus.com/inward/record.url?scp=85087918437&partnerID=8YFLogxK
U2 - 10.1109/EDUCON45650.2020.9125326
DO - 10.1109/EDUCON45650.2020.9125326
M3 - Conference contribution
AN - SCOPUS:85087918437
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 1824
EP - 1830
BT - Proceedings of the 2020 IEEE Global Engineering Education Conference, EDUCON 2020
A2 - Cardoso, Alberto
A2 - Alves, Gustavo R.
A2 - Restivo, Teresa
PB - IEEE Computer Society
Y2 - 27 April 2020 through 30 April 2020
ER -
