W-STEM Papers
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Item Definition and Implementation of W-STEM Mentoring Network(CEUR-WS.org, 2023-01-13) García-Holgado, A.; Segarra-Morales, S.; González-Rogado, A. B.; García-Peñalvo, F. J.The lack of women in STEM careers is a problem that affects all higher education institutions, not only in Latin America but also in Europe and other regions of the world. Improving access, retention, and orientation mechanisms in universities is fundamental to ensure that more women interested in these areas effectively pursue a degree in science, technology, engineering, or mathematics. The W-STEM project seeks to establish strategies to improve these mechanisms in Latin American institutions. Since 2019, it has addressed the improvement of attraction, access, retention, and orientation mechanisms. The W-STEM Mentoring Network is part of these strategies. Specifically, it aims to empower women and encourage their active participation in STEM programmes. The mentoring model implemented uses a three-way relationship: a mentor teacher, a mentor-student and the mentee. The Network provides guidelines for the implementation of mentoring programmes, but each institution involved has adapted them to their contexts and needs according to their Gender Equality Action Plan. This paper describes the guidelines developed through a collaborative co-creation process involving all project institutions under the coordination of the Universidad Técnica Particular de Loja (Ecuador) and the University of Salamanca (Spain).Item Examples of Good Practices in Erasmus+ Projects that Integrate Gender and STEM in Higher Education(Springer, 2022-05-25) Alonso de Castro, M. G.; García-Peñalvo, F. J.The European Union promotes the realization of European projects through different programs, among which the Erasmus+ program stands out in the educational field. These projects deal with different topics, including gender and STEM in the different educational sectors, Higher Education included. In addition, the projects are cataloged and can be searched and consulted in the Erasmus+ Project Results Platform that allows filtering and choosing by educational sector, project type, by specific tokens, as well as selecting those that are labeled as success stories and/or good practices. Knowing which have been the projects that have been considered the most outstanding, successful, and/or good practice in the field of gender and STEM in Higher Education and finding the aspects that characterize them can be a source of inspiration to deepen in this field of research based on current experiences that have worked. This is the purpose of this chapter, which shows these outstanding projects as references in the field of STEM empowerment among women in Higher Education.Item A Model for Bridging the Gender Gap in STEM in Higher Education Institutions(Springer, 2022-05-25) García-Holgado, A.; García-Peñalvo, F. J.Women present a historic and worrying gap in science and technologyrelated disciplines, generally knowns as STEM (Science, Technology, Engineering, and Mathematics), except in the case of health professions. A holistic approach is needed to support policymakers worldwide in bridging the gender gap in STEM, in which higher education institutions have a crucial role. Promoting this active implication of the universities in this problem, in the European project Building the future of Latin America: engaging women into STEM (W-STEM), a model to modernise the government, management and operation of higher education institutions in Latin America to improve attraction, access to and retention of women in STEM programs has been developed. This situation is not exclusive to Latin American countries, it is a global problem, so the results of the W-STEM project are also applicable to European partners and transferrable worldwide. The main goal of this chapter is to describe the W-STEM model based on three years of working on strategies and mechanisms to improve the attraction, access, guidance, and retention processes to engage more women in STEM programs. The model has been thoroughly tested in eleven institutions in Chile, Colombia, Costa Rica, Ecuador, and Mexico, involving public and private institutions with different gender equality situations.Item Facilitating Access to the Role Models of Women in STEM: W-STEM Mobile App(Springer, 2020-07-19) García-Holgado, A.; Verdugo-Castro, S.; Sánchez-Gómez, M. C.; García-Peñalvo, F. J.W-STEM is a research project funded by the European Union through the Erasmus+ program in order to develop concrete actions to mod-ernise the government, management and operation of higher education institu-tions in Latin America to improve women’s access to STEM programs. Among the main objectives of the project, there is the development of a mobile app to be used in attraction campaigns conducted by the Latin American higher education institutions involved in the project. Specifically, the app aims to facilitate access to the role models of women in areas related to science, technology, engineering and mathematics. The main content inside the app will be a set of video interviews with women from different ages, cultural backgrounds, profiles, sharing their experiences about their careers, occupation and future plans. This work aims to describe the prototype of the mobile app and the exploratory study conducted with a group of students from secondary education to know their perceptions and opinions about the proposed app and the video interviews.Item Construyendo el futuro de Latinoamérica: mujeres en STEM(Asociación Colombiana de Facultades de Ingeniería – ACOFI, 2021-09-21) Camacho, A.; García-Peñalvo, F. J.; García-Holgado, A.; García, L.; Peñabaena, R.En la actualidad en el campo de la educación y en el ámbito laboral, todavía existe una brecha de género en las profesiones STEM (ciencias, tecnología, ingeniería y matemáticas), aunque en las últimas décadas se ha dado un progreso relativamente significativo en el avance para la igualdad de género en diversas dimensiones de la vida humana; esta brecha presenta diferencias entre países y es más profunda en aquellos países que presentan sesgos por estereotipos de género o normas culturales que influyen en el comportamiento femenino y del entorno familiar de las niñas y mujeres. Según el Foro Económico Mundial, las mujeres en el ámbito académico y en el laboral tienen baja representación en los campos relacionados con STEM, y menos de un tercio de las estudiantes de educación superior eligen estudiar asignaturas con contenidos en matemáticas y propios de la ingeniería. De hecho, solo alrededor del 30% de las investigaciones realizadas en el mundo son desarrolladas por mujeres y quienes trabajan en áreas de conocimiento STEM publican menos y, a menudo, reciben menos remuneración. Si bien esta es una problemática mundial, se ve agudizada en América Latina y el Caribe en donde sólo 5 de los 33 países analizados tienen un índice de desarrollo humano considerado "alto", según la UNESCO. Este contexto plantea un reto a las instituciones de educación superior de América Latina, por lo cual y con el propósito de formular e implementar soluciones frente a esta problemática desde la educación superior, se conformó un consorcio de universidades europeas y latinoamericanas, 15 socios alrededor de 10 países, para el desarrollo del proyecto: “Building the future of Latin America: engaging women into STEM (W-STEM)”. Este proyecto está siendo financiado en el marco del programa de la Unión Europea para creación de capacidad en América Latina, por medio del programa ERASMUS +. W-STEM tiene como objetivo mejorar las estrategias y mecanismos de atracción, acceso y orientación de las mujeres en los programas de educación superior STEM de América Latina. Este trabajo presenta las principales actividades desarrolladas en el proyecto y los resultados logrados por el consorcio, particularmente los de las universidades colombianas, a manera de ilustración.Item Empoderamiento de la mujer en carreras STEM(W-STEM Consortium, 2020-10-14) García-Peñalvo, F. J.El programa institucional Cátedra Europa de la Universidad del Norte (Colombia) es un espacio de encuentro académico y cultural entre el Caribe Colombiano y el mundo académico de Europa. La edición XXIII de Cátedra Europa con España se realiza del 12 al 23 de octubre de forma virtual debido la situación mundial por el efecto de la enfermedad COVID-19. En este contexto se organiza la mesa redonda Empoderamiento de la mujer en carreras STEM, en la que se ha invitado a que se presente las experiencias del proyecto europeo W-STEM (European Union. ERASMUS + Capacity-building in Higher Education Call for proposals EAC/A05/2017 - Ref. 598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP).Item La brecha de género: Análisis de perfiles de estudiantes y profesionales en las áreas STEM(W-STEM Consortium, 2020-07-03) Amores García, L.Trabajo Fin de Máster Máster: TIC's en Educación: Análisis y Diseño de Procesos, Recursos y Prácticas Formativas Universidad de Salamanca Tutores Francisco José García Peñalvo y Juan José Mena Marcos. Calificación: Sobresaliente (9) Resumen A lo largo de los años siempre ha existido discriminación de las mujeres en casi todos los ámbitos de la vida, incluido el acceso a los estudios de nivel superior. Aunque esto ha ido disminuyendo con el tiempo, todavía hay muchos aspectos donde se puede ver una brecha de género, como es el caso de las áreas STEM. En ciertos países, como los de América Latina, dicha brecha es más evidente que en otros. Por ello, surgió el proyecto W-STEM, con el fin de mejorar la situación del género femenino en los niveles de educación superior en estos países. El presente trabajo de investigación se centra en una de las muchas acciones que se llevan a cabo dentro del proyecto; la recolección de perfiles de estudiantes y profesionales STEM de diferentes países europeos y latinoamericanos. El objetivo principal es conocer cuál es la situación en cuanto al género en las áreas STEM, para poder ayudar a los estudiantes de secundaria a elegir su futura carrera universitaria, aumentar su conciencia sobre la importancia de estas carreras y abordar los estereotipos asociados. Para recoger los datos se ha utilizado una encuesta, a la cual respondieron estudiantes actuales y estudiantes ya graduados en STEM. El análisis de esa información ha permitido conocer cuáles son sus principales percepciones sobre sus estudios, así como comprobar si existen diferencias dependiendo de si se han graduado ya o no, o si son de un género u otro. Los resultados han demostrado que las diferencias son mayores en función del primer aspecto que del segundo.Item Strategies to introduce gender perspective in Engineering studies: a proposal based on selfdiagnosis(IEEE, 2020-04-27) González-González, C. S.; García-Holgado, A.; García-Peñalvo, F. J.Gender inequality in STEM careers is a global problem and avoid bias in education can be a solution. This paper presents a framework for inclusion of gender perspective in engineering courses. The methodology followed in its design was divided into two phases: the developed of different educational innovation projects and a co-creation workshop. Several instruments have been created and validated, such as questionnaires, canvas model and rubrics. The framework includes elements such as the self-diagnosis and redefinition of curriculum, conteItem Gender equality in STEM programs: a proposal to analyse the situation of a university about the gender gap(IEEE, 2020-04-27) García-Holgado, A.; Mena, J.; García-Peñalvo, F. J.; Pascual, J.; Heikkinen, M.; Harmoinen, S.; García-Ramos, L.; Peñabaena-Niebles, R.; Amores, L.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.Item Engaging women into STEM in Latin America: W-STEM project(ACM, 2019-10-16) García-Holgado, A.; Camacho Díaz, A.; García-Peñalvo, F. J.Significant progress has been made during the last decades to achieve gender equality, but there is still much work to do. In particular, the gender gap is pronounced in the science, technology, engineering, and mathematics (STEM) fields at all levels of education and labour market. In those areas, the women participation remains low, although there are differences from country to country. In the Latin American context, there is a need for carrying out studies to collect quality data about the actual situation of women in STEM. Although some available data show a high proportion of women in Latin American university education, they are a minority in STEM programs. Moreover, this problem is particularly severe in Latin America because of the biases or cultural norms that influence female behaviour. In this context, the W-STEM project seeks to improve strategies and mechanisms for attracting, accessing, and guiding women in Latin America in STEM higher education programs. This work aims to describe the main results to prepare a set of attraction campaigns in secondary schools in the Latin American countries involved in the project (Chile, Colombia, Costa Rica, Ecuador, Mexico). In particular, a self-assessment tool about gender equality in higher education institutions in Latin America, an interview protocol for female role models, and a mobile application to show those role models.