STEAM for Sustainability

The women work in under 50% of research positions all around the world.  The number for central and eastern Europe is 47% which is the highest one the map,   but is still under the 50% mark

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5.   Are Women Simply Not Designed for STEM?

Girls and boys score very similarly in STEM subjects.

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6.   Do women belong in science?

“Why women are good for science - With an intricately connected brain – intuitive, creative, good at processing large data and drawing meaningful conclusions – women are wired to be brilliant scientists.

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7.   What does women's departure from STEAM means?

Women's departure from STEAM means a loss of knowledge and expertise from STEAM that is disadvantageous for innovation and scientific inquiry.

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8.   What is keeping women out of STEAM and especially from science?

 

• Gender Stereotypes: STEM fields are often viewed as masculine. Occupational aspirations are incorporated in the individual self-image developed during socialization from early childhood through adolescence. The process of developing occupational aspirations is embedded in the comparison of one's self-image with the image of an occupation and one's judgment about the match between the two. In this process, the gender image of an occupation is especially crucial for career choice, because the “wrong” sex type of an occupation is more fundamental to self-concept than the prestige of an occupation or individual interests.

• Lack of role models: When girls were asked to draw a mathematician, they were twice as likely to draw a man as a woman. This finding underscores why representation and woman role models in STEAM are a key part of empowering female participation, especially during critical time periods of identity formation such as middle school. Girls have fewer role models to inspire their interest in these fields, seeing limited examples of female scientists in books, media and popular culture.

• Fewer women study and work in STEAM, so these fields  tend to perpetuate inflexible, exclusionary, male-dominated cultures that are not supportive of or attractive to women.

• Lack of Representation: Due to women being underrepresented in STEAM fields, they are often viewed as outsiders and face marginalization, hostile and sexist work environments

• Women   scientists are often assigned boring tasks, that do not match their skills

• §  Women are facing   pay gaps and an absence of career development and recognition. Today, women earn approximately 82 cents for every dollar earned by a man. Several factors contribute to the gender wage gap, including differences in industries, job titles, and experience.

• In the workforce, companies fail to provide the resources, and environmental conditions to wire women for success.

• Often, STEM jobs require employees to work long hours  and have the flexibility for  erratic schedules,  That might not be possible for a nursing mother, especially when jobs are providing women minimal maternity leave.

 

9.   What can we do to equalize the gender landscape?​​

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• SOCIETY: Start Early Addressing Stereotypes

  • Be aware of sexism. Question certain stereotypes that we take as normal but which in reality are social constructions.

  • Deal with the issue of equality without complexes. Ignore third-party criticism or pressure in addressing equality issues.

  • View female scientist role models

• FAMILY: Parents should invest early in young girls’ futures.

  • It's important to look at the gender-based messages kids receive through the toys they play with as young children, or the way STEM-related products are marketed to a specific gender. Let toys be toys—for girls and boys!

  • Think laterally. Reinforce children in their preferences regardless of whether or not they correspond to what the stereotype makes us expect.

  • Expose the children—boys and girls!—to women who’ve followed all sorts of paths in life

• AT SCHOOL: Creating interest and building skills should be a key element of school

  • STEM fields are often viewed as masculine, and teachers and parents often underestimate girls’ STEM abilities starting as early as preschool. “Gender-interest stereotypes that say ‘STEM is for boys’ begin in grade school and by the time they reach high school, many girls have made their decision not to pursue degrees in computer science and engineering because they feel they don’t belong.”

  • To help create a more level playing field, educators can ensure that   they’re representing female STEAM role models, avoid language that implies these issues, and examine what biases they bring to the table themselves.

  • Introducing students to successful women technology professionals, scientists, and mathematicians. Whether that’s ensuring textbooks and supplemental resources highlight women role models or inviting speakers into the classrooms, by bringing in female role models to speak about their careers and educational paths and answer questions from students, schools achieve several goals. One is that they help younger female students see role models successfully pursuing these careers. Another is that they introduce evidence to the wide range of possibilities in science, technology, and math careers and encourage them to find an avenue that best fits their unique interest.

  • when educators and programs embrace a wider definition of what STEM involves and how to cultivate success, it improves inclusiveness and encourages diverse students to stay engaged in middle school and beyond.

• AT WORK: Creating a female-friendly atmosphere at work, involves providing women support systems, while urging male buy-in through educational programs.

  • Enabling working mothers is equally essential with accommodations  like flexible or adjusted schedules, daycare services, and adequate maternity leave.

  • Companies can provide women with support networks  including other working mothers, where they can share ideas and experiences while building a sense of community.