Girls4STEM: Gender Diversity in STEM for a Sustainable Future

Abstract

Science, Technology, Engineering, and Mathematics (STEM) are key disciplines towards tackling the challenges related to the Sustainable Development Goals. However, evidence shows that women are enrolling in these disciplines in a smaller percentage than men, especially in Engineering related fields. As stated by the United Nations Women section, increasing the number of women studying and working in STEM fields is fundamental towards achieving better solutions to the global challenges, since the potential for innovation is larger. In this paper, we present the Girls4STEM project, which started in 2019 at the Escola Tècnica Superior d’Enginyeria de la Universitat de València, Spain. This project works towards breaking the stereotypes linked to STEM fields, addressing both boys and girls aged from 6 to 18, but especially trying to open the range of career options for young girls through interaction with female STEM experts. The goal is to spark girls’ interest in STEM disciplines from childhood, so that they become more self-confident in these areas. To achieve this goal, the project is built over three main actions: the Girls4STEM Family Talks, where students, families, and teachers participate; the Girls4STEM Professional Talks, where the target is a general audience; and the Initial Training Seminars for teachers. Short-term results are here presented, showing that aspects related to self-perception and perception from others (family, teachers) play a significant role. Moreover, these results also indicate that there may not be a general understanding of which disciplines are included in STEM.

From STEAM to CHEER: A Case Study of Design Education Development in Taiwan

“…'Technology' and 'engineering' in particular not only shaped the economy of the country, it also created the needs for preparing students to learn and develop 21st century skills. However, studies also show that gender inequality was an important issue with STEM education, and women's enrollment in these disciplines is lower than men [6,8]. This growing gap not only hinders the potential for innovation, but also creates a negative impact on the economy.…”

“…Globally, women are underrepresented in STEM not only as students, but also as teachers and workers [23]. Increasing the number of women studying and working in STEM fields can achieve better solutions to the global challenges because the lack of female participation greatly reduces the diversity of perspectives and the ability to offer different answers to new problems [6]. However, it is not the level of achievement or competency between girls and boys that leads to this gap; it is gender disparities in interest towards STEM that are substantial.…”

“…Many initiatives were conducted in the world to increase women's interest and confidence in the fields of science and technology. Among them, Girls4STEM was a project carried out in Spain to raise girls' interest from childhood through interacting with female role models which are referred to as "STEM experts" with their family [6]. In Taiwan, an initiative called 'Female Scientist Cultivation' was sponsored by the Ministry of Science and Technology (MIST)'s 'Gender in Science Technology' Project in 2017 to raise the awareness of gender bias and promote the synergy between women and science through playing board game across the nation [28].…”

“…Science and technology are two elements that shape the future of society and economic growth. Increasing women's enrollment in STEM (science, technology, engineering, and mathematic) can lead to better solutions to problems, since the potential for innovation is larger [6]. However, research from United Nation's Educational, Scientific, and Cultural Organization (UNESCO) shows that female students represent only 35% of all students enrolled in STEM-related degrees worldwide.…”

“…Lee [7] points out that if women's participation in these disciplines fell behind the speed of economic growth, the gender gap and workforce shortage would only become larger, which would hinder economic development. Lack of female professionals also reduces the diversity of perspectives and the ability to offer different answers and breadth to new problems [6]. Kersey et al [8] indicated that boys and girls do not differ in early quantitative and mathematical ability, and in fact they are equally equipped to reason about mathematics during early childhood.…”