Multimedia Analysis of Spanish Female Role Models in Science, Technology, Engineering and Mathematics

Abstract

Horizontal segregation in the higher education framework is a problem that goes up in the work environment. Women are assuming traditional gender roles due to phenomena such as the threat of stereotyping, which prevents them from opting for higher studies in science, technology, engineering and mathematics (STEM). This research work arises within the project W-STEM, “Building the Future of Latin America: Involving Women in STEM”. The research aims to investigate women’s academic and professional development in science, technology, engineering and mathematics (STEM) through their personal experience in making career-related decisions. The research was developed by applying a qualitative method. During the year 2020, video semi-structured interviews were conducted with twenty-one women professionals in the STEM field. Of the twenty-one participants, six are linked to science, eight to technology, fifteen to engineering and one to mathematics. Due to their research lines, some of them are located in more than one STEM area, for example, in technology and engineering. These women were interviewed about their choice of studies and training, their jobs, professional achievements, family and social environment and their perspective on the gender gap in STEM. They all agree on horizontal segregation and consider it necessary to motivate girls and young women to study what they like. Furthermore, they all show passion for their work.

Women in academia: an analysis through a scoping review

“…The underrepresentation of women academics in STEM is referred to in the literature as horizontal segregation (O'Connor, 2020). The works of Smith et al (2017), Hutchins and Kovach (2019), Casad et al (2021), andVerdugo-Castro et al (2021) analyze the underrepresentation of female academics as researchers in STEM fields. In this area, Lendák-Kabók (2021) shows that gender stereotypes influence women's decisions regarding their academic careers and withdrawal from STEM areas, reflected in the underrepresentation documented in other studies and contexts.…”

Impact of Exposure to a Counter-Stereotypical STEM Television Program on Children’s Gender- and Race-Based STEM Occupational Schema

“…A meta-analysis by Miller and colleagues [31] showed that, despite gradual improvement over the last fifty years, when children are asked to draw a scientist, the majority of drawings still depict White men. These impressions are not inaccurate as women and people of color are largely underrepresented in STEM fields in the United States and other western industrial nations [32]. Blickenstaff [33] writes that there is no singular reason why this is the case, but that it is a complex and multi-faceted problem.…”

The role of the hidden curriculum in the development of horizontal gender segregation, as a result of an interview research with teachers

“…A nemek aránytalansága (a horizontális szegregáció) a felsőoktatás egyes területein nem egyedi probléma, számos országban fellelhető (Uchikoshi et al 2020, Verdugo-Castro et al 2021, Mercader -Duran-Bellonch 2021, Profiroiu -Nastacă 2018, azonban az egyik legjelentősebb negatív hatása az, hogy létrehoz és fenntart egy nemi hierarchiát a társadalomban (Kreimer 2004 idézi Profiroiu -Nastacă 2018). A nemi szegregáció korlátot szab a foglalkoztatási lehetőségeknek, erősíti a nemi sztereotípiákat, illetve egyenlőtlen erőviszonyokhoz vezet több területen.…”