Abstract

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.

Highlights

  • Nowadays, the greater participation of women in all sectors of society is evidenced

  • The last report that allows the generation of comparable statistics and published in December 2019 highlights that gender parity in indicators which show the actual situation of women, as well education is almost complete, there are some as their progress, there is a lack of information in Latin differences between regions and countries

  • Questions were selected from the SAGA Indicator Matrix [22] (Table 8, p. 57-59) that is pertinent to women into STEM” (W-STEM) project goals having focus to higher education and just modified one, the indicator 9 “Total and share of women graduated from university programs by field of study and by educational level,” leaving only the indicator according to the field study

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Summary

Introduction

The greater participation of women in all sectors of society is evidenced. these advances have not occurred proportionally. The European Union report published in 2007 highlighted the decline in young people’s interest in science and mathematics, despite the initiatives developed to reduce it [3]. This interest is subsequently reflected in the desire to is carried out by women [5]. As for leadership positions nowadays, female research leaders are not equal to male researcher leaders because inside and outside challenges at the workplace [9, 10] This situation increases when variables such as gender, cultural and socio-economic context, or sexual orientation are introduced. Male literacy rate, and the enrolment rates of female, male in or the Global Gender Gap Report made since 2006 [12, 15]

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