Committee
for Women
in Mathematics

CWM

Gender gap in science Database

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Name Year of origin Region Country/s Discipline(s) Gender objectives Target Audience Evidence of Effectiveness Impact Details
Tech Sisters 2013 Western European Group Western European Group:Estonia
TechnologyTechnology
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
Girls, Women view
Girl Project Ada Western European Group Western European Group:Norway
STEMScience, Technology, Engineering and Mathematics
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.10Promote networks of female students (high school)
,
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
Girls view
Pyxie Dust Project Western European Group Western European Group:Croatia
STEMScience, Technology, Engineering and Mathematics
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
Girls and young women view
Make World Western European Group Western European Group:Spain
TechnologyTechnology
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
STEM Teachers Yes
Planned Impact Measurement 		view
The 1000 Girls, 1000 Futures Western European Group Western European Group:Portugal
STEMScience, Technology, Engineering and Mathematics
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
High school girls view
Stella Western European Group Western European Group:Macedonia
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
High school girls view
Project Juno Western European Group Western European Group:United Kingdom of Great Britain and Northern Ireland, Western European Group:Ireland
Science & PhysicsScience & Physics
4.2Promote equal work conditions through, among others: • gender equality in remuneration • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork • sexual harassment prevention policies and procedures.
,
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.6Promote gender balance in leadership positions in S&E occupations (including decision making and research).
,
4.7Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
,
4.9Promote mentoring of STEM professionals.
,
4.10Promote gender representation in the sector
,
4.11Promote gender bias training to STEM professionals.
,
4.1Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
5.1Establish specific gender-oriented R&D programmes, including research on gender in STEM and on the gender dimension of an organisations/ country’s research agenda and portfolio.
,
6.1Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.): • education policy • higher education policy • STI policy • economic policy • workforce policy • SDGs / international policies.
,
6.2Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation: • education policy • higher education policy • STI policy • economic policy • workforce policy •SDGs / international policies.
,
Organisations Yes
Report available on website 		Yes
http://www.iop.org/policy/diversity/initiatives/juno/juno-evaluation/page_62012.html 		view
ECU Scotland's Attracting Diversity Western European Group Western European Group:Scotland
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
UG Entrants Yes
Case Studies 		Yes
https://www.ecu.ac.uk/guidance-resources/student-recruitment-retention-attainment/student-recruitment/attracting-and-increasing-student-diversity/ 		view
Programa por la Igualdad de Genero de la Facultad de Ciencias Exactas y Naturales de la UBA

GenEx 		2016 Latin American and Caribbean Group Latin American and Caribbean Group:Argentina
MathematicsMathematics
,
Science Science
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
3.2Prevent gender bias in the student admission and financial aid processes.
,
3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks.
,
3.4Prevent gender-based discrimination and sexual harassment at all levels, including Masters and Ph.D.
,
3.5Promote gender equality in international mobility of students.
,
3.6Promote day care/child care facilities for students, particularly at STEM higher education institutions.
,
3.7Promote mentoring of higher education students.
,
3.8Promote strategies that aim to develop female confidence and soft skills.
,
3.9Provide training to undergraduates in outreach and avocation in promoting STEM education
,
3.10Provide career information to graduate students
,
4.1.Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
4.2Promote equal work conditions through, among others: • gender equality in remuneration • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork • sexual harassment prevention policies and procedures.
,
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.5Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
,
4.6Promote gender balance in leadership positions in S&E occupations (including decision making and research).
,
4.7Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
,
4.8Ensure gender equality in S&E professional certifications, in particular in engineering.
,
4.9Promote mentoring of STEM professionals.
,
4.10Promote gender representation in the sector
,
4.11Promote gender bias training to STEM professionals.
,
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
4.13Promote scholarships and awards at professional level.
,
4.14Develop industry skillsets/career development (public speaking)
,
4.15Promote female networks
,
6.1Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.): • education policy • higher education policy • STI policy • economic policy • workforce policy • SDGs / international policies.
,
Academics, College female, Early Career view
Chicas en Tecnologia

CET 		2015 Latin American and Caribbean Group Latin American and Caribbean Group:Argentina
TechnologyTechnology
1.1Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
,
1.2Promote visibility of women with STEM Qualification/careers
,
1.4Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
,
2.4Promote gender balance among STEM teachers.
,
2.5Promote gender equality in STEM school-to-work transitions.
,
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
2.8Promote equal access to subject in single sex schools.
,
2.9Provide work shadowing opportunities in second level
,
2.10Promote networks of female students (high school)
,
7.3Ensure visibility of women entrepreneurs as role models.
,
7.4Ensure women’s access to mentorship and participation in the design and implementation of gender-sensitive training in entrepreneurship, innovation management, and Intellectual Property Rights.
,
7.5Promote networks of women entrepreneurs and women’s participation in entrepreneurship networks.
,
7.6Promote gendered innovation approaches.
,
Girls and young women, Governments, High school girls view
Direccion de Genero y Diversidad Sexual, Universidad Nacional de San Martin

DGYDS 		2018 Latin American and Caribbean Group Latin American and Caribbean Group:Argentina
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
4.1.Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
4.2Promote equal work conditions through, among others: • gender equality in remuneration • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork • sexual harassment prevention policies and procedures.
,
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.5Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
,
4.6Promote gender balance in leadership positions in S&E occupations (including decision making and research).
,
4.7Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
,
4.10Promote gender representation in the sector
,
4.11Promote gender bias training to STEM professionals.
,
5.1Establish specific gender-oriented R&D programmes, including research on gender in STEM and on the gender dimension of an organisations/ country’s research agenda and portfolio.
,
5.2Incorporate gender dimensions into the evaluation of R&D projects.
,
5.3Promote gender-sensitive analysis in research hypotheses and consideration of sex of research subjects.
,
5.4Promote gender responsive and gender-sensitive research dissemination and science communication, including through science centres and museums, science journalism, specific conferences, workshops, and publications.
,
6.1Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.): • education policy • higher education policy • STI policy • economic policy • workforce policy • SDGs / international policies.
,
6.2Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation: • education policy • higher education policy • STI policy • economic policy • workforce policy •SDGs / international policies.
,
Academics, Graduates, Research institutions , UG view
Protocolo de Acción Institucional para la prevención e intervención ante situaciones de violencia o discriminación de género u orientación sexual

PdAIVoDGOS 		2015 Latin American and Caribbean Group Latin American and Caribbean Group:Argentina
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
1.2Promote visibility of women with STEM Qualification/careers
,
1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities
,
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
3.2Prevent gender bias in the student admission and financial aid processes.
,
3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks.
,
3.4Prevent gender-based discrimination and sexual harassment at all levels, including Masters and Ph.D.
,
3.5Promote gender equality in international mobility of students.
,
3.6Promote day care/child care facilities for students, particularly at STEM higher education institutions.
,
3.7Promote mentoring of higher education students.
,
3.8Promote strategies that aim to develop female confidence and soft skills.
,
3.9Provide training to undergraduates in outreach and avocation in promoting STEM education
,
3.10Provide career information to graduate students
,
4.1.Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
4.2Promote equal work conditions through, among others: • gender equality in remuneration • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork • sexual harassment prevention policies and procedures.
,
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.5Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
,
4.6Promote gender balance in leadership positions in S&E occupations (including decision making and research).
,
4.7Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
,
4.8Ensure gender equality in S&E professional certifications, in particular in engineering.
,
4.9Promote mentoring of STEM professionals.
,
4.10Promote gender representation in the sector
,
4.11Promote gender bias training to STEM professionals.
,
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
4.13Promote scholarships and awards at professional level.
,
4.14Develop industry skillsets/career development (public speaking)
,
4.15Promote female networks
,
6.1Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.): • education policy • higher education policy • STI policy • economic policy • workforce policy • SDGs / international policies.
,
6.2Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation: • education policy • higher education policy • STI policy • economic policy • workforce policy •SDGs / international policies.
,
Academics, Governments, Graduates, Organisations, PhD students, Researchers, UG view
National Chapter of Women in Science Cuba

NCWSCuba 		1995 Latin American and Caribbean Group Latin American and Caribbean Group:Cuba
STEMScience, Technology, Engineering and Mathematics
1.1Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
,
1.2Promote visibility of women with STEM Qualification/careers
,
1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
3.10Provide career information to graduate students
,
4.1.Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.6Promote gender balance in leadership positions in S&E occupations (including decision making and research).
,
4.10Promote gender representation in the sector
,
4.11Promote gender bias training to STEM professionals.
,
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
4.13Promote scholarships and awards at professional level.
,
4.15Promote female networks
,
6.1Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.): • education policy • higher education policy • STI policy • economic policy • workforce policy • SDGs / international policies.
,
7.2Ensure equal access to public support for innovation for women-owned firms.
,
7.3Ensure visibility of women entrepreneurs as role models.
,
7.4Ensure women’s access to mentorship and participation in the design and implementation of gender-sensitive training in entrepreneurship, innovation management, and Intellectual Property Rights.
,
7.5Promote networks of women entrepreneurs and women’s participation in entrepreneurship networks.
,
7.6Promote gendered innovation approaches.
,
7.7Promote external incentives and recognition for women-led innovation and acceptance of women innovators in society.
,
7.8Promote gender equality in the access and use of enabling technology, in particular information and communication technology.
,
7.9Promote a gender balanced workforce and equal opportunities in start-up companies.
,
All levels Yes
In Physics the number of women studying physics has increased as well as leadership in Science. 		Yes
Since 2002 a prize of Women in Physics Mathematics and Physics is given each two years thanks to Sofia Kovalévskaya Foundation, so it is a way to disseminate the best results in these Science and encourage other women to continue working. 		view
Red Mexicana de Ciencia, Tecnologia y Genero

Red Mexciteg 		2014 Latin American and Caribbean Group Latin American and Caribbean Group:Mexico
ScienceScience
1.1Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
,
1.2Promote visibility of women with STEM Qualification/careers
,
1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities
,
1.5Promote strategies that engage females in a community to develop scientific literacy and knowledge of social scientific issues.
,
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
3.2Prevent gender bias in the student admission and financial aid processes.
,
3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks.
,
3.4Prevent gender-based discrimination and sexual harassment at all levels, including Masters and Ph.D.
,
3.5Promote gender equality in international mobility of students.
,
3.6Promote day care/child care facilities for students, particularly at STEM higher education institutions.
,
3.7Promote mentoring of higher education students.
,
3.8Promote strategies that aim to develop female confidence and soft skills.
,
3.9Provide training to undergraduates in outreach and avocation in promoting STEM education
,
3.10Provide career information to graduate students
,
4.2Promote equal work conditions through, among others: • gender equality in remuneration • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork • sexual harassment prevention policies and procedures.
,
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.7Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
,
4.11Promote gender bias training to STEM professionals.
,
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
4.15Promote female networks
,
5.2Incorporate gender dimensions into the evaluation of R&D projects.
,
5.3Promote gender-sensitive analysis in research hypotheses and consideration of sex of research subjects.
,
6.2Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation: • education policy • higher education policy • STI policy • economic policy • workforce policy •SDGs / international policies.
,
Academic/research groups, Early Career, Female students and teachers (male and female), Governments, Graduates, Organisations, policymakers No No view
Teaching Guides on Women and Minorities

TGoWM 		2013 North American Group North American Group:United States of America
ScienceScience
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
Grade 9-12 No No view
International Astronomical Youth Camp

IAYC 		1969 Other Germany, UK, Spain, Austria
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
1.2Promote visibility of women with STEM Qualification/careers
,
1.5Promote strategies that engage females in a community to develop scientific literacy and knowledge of social scientific issues.
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
,
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
2.10Promote networks of female students (high school)
,
All levels Yes
https://astrophysicsgirl.files.wordpress.com/2018/11/cap2018_proceedings_iayc.pdf also see Nature Astronomy article (coming out in December) 		Yes
See above 		view
International Science Engagement Camp

ISEC 		2018 Other Spain, Czechia
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
2.10Promote networks of female students (high school)
,
All levels No No view
Apoyo Sofía Kovalevskaia (Sofía Kovalevskaia Grant)

ASK 		2004 Latin American and Caribbean Group Latin American and Caribbean Group:Mexico
MathematicsMathematics
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.5Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
,
4.10Promote gender representation in the sector
,
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
4.13Promote scholarships and awards at professional level.
,
4.15Promote female networks
,
Exceptional female scientists Yes
To 2015, 35 women had been supported. 		Yes
About 70% of the awardees have academic positions. 		view
Filles et maths: une équation lumineuse (Girls and maths: an enlightning equation)

F&MEL 		2009 Western European Group Western European Group:France
MathematicsMathematics
,
STEMScience, Technology, Engineering and Mathematics
1.1Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
,
1.2Promote visibility of women with STEM Qualification/careers
,
1.4Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.10Promote networks of female students (high school)
,
High school girls Yes
All activities seek feedback from participants, and we know it works for girls who were exposed and that we met years later in some instance (it changed their life!)s 		No view
Campamento MateA: Matemáticas para alumnas y profesores de Enseñanza Media. (MateA Math Camp for female high school students and high school teachers)

MateA 		2017 Latin American and Caribbean Group Latin American and Caribbean Group:Chile
STEMScience, Technology, Engineering and Mathematics
1.2Promote visibility of women with STEM Qualification/careers
,
1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities
,
1.4Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
,
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
2.10Promote networks of female students (high school)
,
Female students and teachers (male and female) Yes
Final survey's opinions are positive towards change of perception "of being alone". Some of the participants pursue on STEM careers. 		Yes
MateA is a relatively small activity: 45 female high school students, 20 high school teachers (male and female), but it impacts to their whole community. Follow-up activities: We have been invited to perform math related activities to their schools. 		view

Information on STI Gender Objectives / Subfields


1: Change perceptions, attitudes, behaviours, social norms and stereotypes towards women in STEM in society

1.1 Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
1.2 Promote visibility of women with STEM Qualification/careers
1.3 Mainstream gender perspectives in science communication and informal and non-formal STEM education activities
1.4 Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
1.5 Promote strategies that engage females in a community to develop scientific literacy and knowledge of social scientific issues.

2: Engage girls & young women in STEM primary & secondary education, as well as in technical & vocational education and training

2.1 Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
2.2. Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
2.3. Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
2.4. Promote gender balance among STEM teachers.
2.5 Promote gender equality in STEM school-to-work transitions.
2.6 Promote mentoring of young girls by students in higher education or career STEM professionals.
2.7 Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
2.8 Promote equal access to subject in single sex schools.
2.9 Provide work shadowing opportunities in second level
2.10 Promote networks of female students (high school)

3: Promote access to and retention of women in STEM higher education at all levels

3.1 Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
3.2 Prevent gender bias in the student admission and financial aid processes.
3.3 Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks.
3.4 Prevent gender-based discrimination and sexual harassment at all levels, including Masters and Ph.D.
3.5 Promote gender equality in international mobility of students.
3.6 Promote day care/child care facilities for students, particularly at STEM higher education institutions.
3.7 Promote mentoring of higher education students.
3.8 Promote strategies that aim to develop female confidence and soft skills.
3.9 Provide training to undergraduates in outreach and avocation in promoting STEM education
3.10 Provide career information to graduate students

4: Promote gender equality in career progression

4.1. Ensure gender equality in access to job opportunities, recruitment criteria and processes.
4.2. Promote equal work conditions through, among others:
  • gender equality in remuneration
  • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork
  • sexual harassment prevention policies and procedures.
4.3. Ensure gender equality in access to opportunities in the workplace:
  • training and conferences
  • research teams, networks (national and international), expert panels and advisory groups
  • publications and patent applications, including preventing bias in review
  • financial and non-financial incentives
  • recognition, rewards and awards.
4.4 Promote work–life balance through, among others:
  • infrastructure for child care
  • flexible working hours
  • reduction and redistribution of unpaid care and domestic care
  • family leave for both parents
  • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
4.5 Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
4.6 Promote gender balance in leadership positions in S&E occupations (including decision making and research).
4.7 Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
4.8 Ensure gender equality in S&E professional certifications, in particular in engineering.
4.9 Promote mentoring of STEM professionals.
4.10 Promote gender representation in the sector
4.11 Promote gender bias training to STEM professionals.
4.12 Promote initiatives that increase female STEM networks /role models at professional level.
4.13 Promote scholarships and awards at professional level.
4.14 Develop industry skillsets/career development (public speaking)
4.15 Promote female networks

5: Promote the gender dimension in research content, practice and agendas

5.1. Establish specific gender-oriented R&D programmes, including research on gender in STEM and on the gender dimension of an organisations/ country’s research agenda and portfolio.
5.2. Incorporate gender dimensions into the evaluation of R&D projects.
5.3. Promote gender-sensitive analysis in research hypotheses and consideration of sex of research subjects.
5.4. Promote gender responsive and gender-sensitive research dissemination and science communication, including through science centres and museums, science journalism, specific conferences, workshops, and publications.

6: Promote gender equality in STEM-related policy-making

6. Promote gender equality in STEM-related policy-making
6.1. Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.):
  • education policy
  • higher education policy
  • STI policy
  • economic policy
  • workforce policy
  • SDGs / international policies.
6.2. Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation:
  • education policy
  • higher education policy
  • STI policy
  • economic policy
  • workforce policy
  •SDGs / international policies.

7: Promote gender equality in science and technology-based entrepreneurship and innovation

7.1. Promote gender equality in access to seed capital, angel investors, venture capital, and similar start-up financing.
7.2. Ensure equal access to public support for innovation for women-owned firms.
7.3. Ensure visibility of women entrepreneurs as role models.
7.4. Ensure women’s access to mentorship and participation in the design and implementation of gender-sensitive training in entrepreneurship, innovation management, and Intellectual Property Rights.
7.5. Promote networks of women entrepreneurs and women’s participation in entrepreneurship networks.
7.6. Promote gendered innovation approaches.
7.7. Promote external incentives and recognition for women-led innovation and acceptance of women innovators in society.
7.8. Promote gender equality in the access and use of enabling technology, in particular information and communication technology.
7.9. Promote a gender balanced workforce and equal opportunities in start-up companies.