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Item Questionário de opinião com universitários/as sobre os estudos superiores em ciência, tecnologia, engenharia e matemática (QSTEMHE)(2024-02) Verdugo-Castro, Sonia; García-Holgado, Alicia; Sánchez-Gómez, Mª Cruz; Milfont Shzu, Maura AngélicaEm alguns países existe segregação por razão de gênero em algumas áreas de estudos, um exemplo disto são os setores da Ciência, da Tecnologia, da Engenharia e da Matemática, conhecidas pelo acrônimo STEM. Por esse motivo, foi elaborado o Questionário de opinião com universitários/as sobre os estudos superiores em ciência, tecnologia, engenharia e matemática (QSTEMHE), que foi validado empiricamente (Verdugo-Castro et al., 2022b) e faz parte da tese de doutorado de Sonia Verdugo-Castro, na Universidade de Salamanca (Verdugo-Castro, 2022). O objetivo perseguido com a aplicação do questionário QSTEMHE é descobrir os estereótipos de gênero que os estudantes universitários têm sobre os estudos superiores em STEM, uma vez que os fatores que afetam essa diferença de gênero tenham sido identificados (Verdugo-Castro, García-Holgado, et al., 2023). O questionário é composto de quatro blocos, dois dos quais contêm perguntas sociodemográficas e contextuais, outro contém perguntas abertas (Verdugo-Castro, Sánchez-Gómez, et al., 2023) e outro bloco contém itens nos quais são feitas afirmações às quais se deve responder com o grau de concordância ou discordância sobre a opinião que se tem como estudante universitário em relação a estudos superiores relacionados a ciência, tecnologia, engenharia e matemática (Verdugo-Castro et al., 2020, 2022a). Esta iniciativa faz parte de um projeto de pesquisa da Universidade de Brasília em parceria com a Universidade de Salamanca - Espanha com o objetivo de analisar a percepção dos estudantes universitários a respeito das áreas STEM para a detecção do problema e para a condução na elaboração de estratégias para a redução da lacuna de gênero nestas áreas. O questionário foi construído sob as dimensões associadas ao estudo de gênero (D3); atitudes (D4) e interesses (D1); percepções e autopercepções (D2), e expectativas sobre as Ciências (D5) (Verdugo-Castro et al., 2022b). No que diz respeito a algumas perguntas vinculadas a gênero, o estudo trata desde o respeito e a inclusão de diferentes identidades de gênero, sabendo que o gênero não se limita a classificação binária de homem e mulher, no entanto algumas perguntas fazem referência a homens e mulheres devido a tendência histórica de segregação entre ambos os gêneros no âmbito do estudo. A versão em espanhol do questionário, desenvolvida no âmbito da tese de doutorado de Sonia Verdugo-Castro (Verdugo-Castro, 2022), obteve um parecer favorável do Comitê de Bioética (CBE) da Universidade de Salamanca, com o número de registro 557. Além disso, é importante dizer que, apesar desta iniciativa ter respaldo no artigo 1, parágrafo único, inciso I e V da resolução CNS N˚. 510, de 7 de abril de 2016, o presente instrumento obteve a aprovação do Comitê de Ética da Universidade de Brasília (CAAE: 58603420.8.0000.5540; n.do parecer consubstanciado do CEP: 5.908.089, data: 23/02/2023). Por último, como o instrumento foi submetido a procedimentos de validação, alguns itens foram removidos. É por essa razão que, nesta versão final apresentada, ao lado dos códigos identificadores de cada item, em alguns deles, há uma referência em itálico e em cinza, entre parênteses, que está associada aos valores identificadores do questionário em sua primeira versão.Item Cuestionario de opinión con universitarios/as sobre los estudios superiores en ciencia, tecnología, ingeniería y matemáticas (QSTEMHE)(Grupo GRIAL, 2024-02) Verdugo-Castro, Sonia; García-Holgado, Alicia; Sánchez-Gómez, Mª CruzEn algunos países existe segregación por razón de género en algunas áreas de estudio, un caso es el sector de la ciencia, la tecnología, la ingeniería y las matemáticas (STEM). Por este motivo, se ha diseñado el Cuestionario de opinión con universitarios/as sobre los estudios superiores en ciencia, tecnología, ingeniería y matemáticas (QSTEMHE, del acrónimo en inglés). El instrumento ha sido validado empíricamente (Verdugo-Castro et al., 2022b) y forma parte de una investigación realizada a través de la tesis doctoral de Sonia Verdugo-Castro, en la Universidad de Salamanca (Verdugo-Castro, 2022). El objetivo que se persigue con la aplicación del cuestionario QSTEMHE es conocer los estereotipos de género que tiene el estudiantado universitario sobre los estudios superiores STEM, una vez que se han identificado los factores que inciden sobre dicha brecha de género (Verdugo-Castro, García-Holgado, et al., 2023). El cuestionario está compuesto por cuatro bloques, en dos de ellos se recogen preguntas sociodemográficas y contextuales, en otro se plantean preguntas abiertas (Verdugo-Castro, Sánchez-Gómez, et al., 2023) y en otro bloque se recogen los ítems en los que se realiza afirmaciones a las que se debe responder con el grado de acuerdo o desacuerdo acerca de la opinión que se tiene como universitario/a en relación con los estudios superiores relacionados con la ciencia, la tecnología, la ingeniería y las matemáticas (Verdugo-Castro et al., 2020, 2022a). Las dimensiones a las que se asocian los ítems de opinión validados son: Ideología de Género (D3), Intereses (D1), Actitudes (D4), Percepción y Autopercepción (D2) y Expectativas sobre la Ciencia (D5) (Verdugo-Castro et al., 2022b). En relación con algunas preguntas vinculadas al género, se ha tratado la investigación desde el respeto y la inclusión de las diferentes identidades de género, sabiendo que el género no se limita a la clasificación binaria de hombre y mujer, si bien algunas preguntas hacen referencia a los hombres y a las mujeres por la tendencia histórica de segregación entre ambos géneros en el ámbito del estudio. En la aplicación del cuestionario en el marco de la tesis doctoral de Sonia Verdugo-Castro (Verdugo-Castro, 2022), los datos obtenidos se han tratado de forma agregada y anónima, una vez que se ha obtenido el informe favorable del Comité de Bioética (CBE) de la Universidad de Salamanca, con el nº de registro 557. Finalmente, dado que el instrumento ha sido sometido a procedimientos de validación, se han suprimido algunos ítems. Es por este motivo que, en esta versión final presentada, junto a los códigos identificadores de cada ítem, en algunos de ellos, hay una referencia en letra cursiva y en gris, entre paréntesis, que se asocia a los valores identificativos del cuestionario en su primera versión.Item Questionnaire with university students on STEM studies in Higher Education (QSTEMHE)(GRIAL Research Group, 2024-02) Verdugo-Castro, Sonia; García-Holgado, Alicia; Sánchez-Gómez, Mª CruzIn some countries, there is gender segregation in some fields of study, one case being the science, technology, engineering, and mathematics (STEM) sector. For this reason, the Questionnaire with university students on STEM studies in Higher Education (QSTEMHE) has been designed. The instrument has been empirically validated (Verdugo-Castro et al., 2022b). It is part of the research carried out through Sonia Verdugo-Castro's doctoral thesis at the University of Salamanca (Verdugo-Castro, 2022). The objective pursued with the application of the QSTEMHE questionnaire is to find out the gender stereotypes that university students have about higher STEM studies once the factors that affect this gender gap have been identified (Verdugo-Castro, García-Holgado, et al., 2023). The questionnaire is composed of four blocks, two of which contain socio-demographic and contextual questions, another contains open questions (Verdugo-Castro, Sánchez-Gómez, et al., 2023) and another block contains items in which statements are made to which one must respond with the degree of agreement or disagreement about the opinion that one has as a university student about higher studies related to science, technology, engineering and mathematics (Verdugo-Castro et al., 2020, 2022a). The dimensions to which the validated opinion items are associated are Gender Ideology (D3), Interests (D1), Attitudes (D4), Perception and Self-perception (D2) and Expectations about Science (D5) (Verdugo-Castro et al., 2022b). Concerning some questions linked to gender, the research has been approached with respect and inclusion of the different gender identities, knowing that gender is not limited to the binary classification of male and female. However, some questions refer to men and women due to the historical tendency of segregation between the two genders in the field of study. In the application of the questionnaire in the framework of the doctoral thesis of Sonia Verdugo-Castro (Verdugo-Castro, 2022), the data obtained have been processed in an aggregated and anonymous way once the favourable report of the Bioethics Committee (CBE) of the University of Salamanca has been obtained, with registration number 557. Finally, some items have been deleted since the instrument has been subjected to validation procedures. For this reason, in this final version presented, next to the codes identifying each item, in some of them, there is a reference in italics and in grey, in brackets, which is associated with the identifying values of the questionnaire in its first version.Item Opiniones y percepciones sobre los estudios superiores STEM: un estudio de caso exploratorio en España(Ediciones Universidad de Salamanca, 2022-06-17) Verdugo-Castro, S.; Sánchez-Gómez, M. C.; García-Holgado, A.Los estereotipos de género se encuentran en las diferentes esferas en las que se desarrolla un individuo. Existen presiones sociales, sesgos, patrones y roles, creencias estereotipadas, que condicionan el comportamiento y la autopercepción de la persona. Esto también sucede en el momento de decidir qué estudios superiores cursar. Si bien se trata de una decisión que se dirige al futuro profesional y que debería estar marcada por las perspectivas futuras de carrera, en ocasiones no es así. No existen evidencias de que la brecha de género en el sector de la ciencia, la tecnología, la ingeniería y las matemáticas (STEM) esté producida por razones biológicas, naturales o cognitivas. Sin embargo, sí existen evidencias de que el ambiente, la cultura y los contextos en los que se desenvuelve la persona condicionan esta decisión. El objetivo del trabajo es identificar las influencias sociales, familiares, educativas y del grupo de iguales que existen sobre la opinión que los universitarios tienen sobre los estudios STEM. Para ello se ha aplicado un cuestionario, a partir de un estudio piloto exploratorio. En el piloto han participado 115 personas, todas ellas estudiantes de universidad. El estudio ha seguido una metodología cuantitativa, a partir de la construcción de cinco dimensiones (Ideología de Género, Actitudes, Intereses, Percepción y Autopercepción, y Expectativas sobre la Ciencia) y contrastes de hipótesis, para el instrumento. Los resultados refuerzan la hipótesis de que los diferentes ambientes que rodean a la persona condicionan que esta tenga o no estereotipos de género sobre los estudios superiores STEM. Principalmente, se deben tener en cuenta los apoyos recibidos, los referentes y quiénes han juzgado su decisión sobre los estudios cursados.Item UMA EQUAÇÃO DESEQUILIBRADA: AUMENTAR A PARTICIPAÇÃO DAS MULHERES NA STEM NA LAC(UNESCO, 2022-04-27) Bello, A.UMA EQUAÇÃO DESEQUILIBRADA: AUMENTAR A PARTICIPAÇÃO DAS MULHERES NA STEM NA LACItem An unbalanced equation: Increasing participation of women in STEM in LAC(UNESCO, 2022-04-27) Bello, A.; Estébanez, M. E.Bello, A., & Estébanez, M. E. (2022). An unbalanced equation: Increasing participation of women in STEM in LAC. UNESCO. https://bit.ly/39pj7kFItem Multimedia Analysis of Spanish Female Role Models in Science, Technology, Engineering and Mathematics(MDPI, 2021-11-15) Verdugo-Castro, S.; García-Holgado, A.; Sánchez-Gómez, M. C.; García-Peñalvo, F. J.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 workItem COEDU-IN Project: an inclusive co-educational project for teaching computational thinking and digital skills at early ages(IEEE, 2021-09-23) González-González, C. S.; Caballero-Gil, P.; García-Holgado, A.; García-Peñalvo, F. J.; Molina, J.; del Castillo-Olivares, J. M.; Candela San Juan, B.; García Cuesta, S.; Perdomo, I.; Caballero-Gil, C.; Gutiérrez-Vela, F.; Paderewski, P.; Violant Holz, V.; Gil Iranzo, R.; Ramos, S.Learning to program is the new literacy of the 21st century. Computational thinking, closely related to programming, requires thinking and solving problems with different levels of abstraction and is independent of hardware devices. The early childhood education stage provides teachers with the opportunity to lay the foundations for a comprehensive quality education using innovative tools and technologies. Educational robotics in early childhood education becomes a tool that facilitates the acquisition of knowledge to children, playfully, based on the principles of interactivity, social interrelationships, collaborative work, creativity, constructivist and constructionist learning, and a student-centered didactic approach, allowing in turn that student can acquire digital competencies and develop logical and computational thinking in an underlying way. This project explores the current state of teaching and learning computational thinking and programming in early childhood education in an inclusive manner. Moreover, the lack of diversity and inequality is particularly latent in science, Technology, Engineering, and Mathematics (STEM) fields. Therefore, this work considers this problem and presents an inclusive coeducation approach to this new literacy, eliminating gender stereotypes and extending them to people with Down syndrome and hospitalized minors.Item Pilot study on university students’ opinion about STEM studies at higher education(ACM, 2020-10-21) Verdugo-Castro, S.; Sánchez-Gómez, M. C.; García-Holgado, A.; Bakieva, M.The percentages of women enrolled in higher education in the STEM sector are significantly lower than those of men. Overall, gender representation in science, technology, engineering and math-ematics degrees in Europe is not balanced. The Leaky Pipeline phe-nomenon, marked by gender stereotypes, makes the latent gender gap a relevant topic of study. Studies exist on academic performance, self-perception, self-efficacy, outcome expectations; however, study-ing gender stereotypes linked to STEM studies is also essential. It is necessary to know the social and family context in which young people have grown up, as well as their perception of such studies. To study gender stereotypes of university students about STEM studies, a questionnaire has been designed for empirical validation. For the design of the instrument, to be validated, items from other instruments have been taken and adapted to Spanish. After the design of the instrument, an online pilot study has been applied in the University of Salamanca, the University of Valencia and the Polytechnic University of Valencia. A total of 115 people answered the questionnaire. The results of the pilot study reveal that the study sample is not particularly marked by gender stereotypes about gender equality in STEM. Also, the sample is receptive to learning about science and applying it in their lives. On the other hand, the idea that women have to give up their studies and careers to look after their families and children is rejected. The idea that men are more interested in university studies than women is also rejected. At the same time, the sample is aware of the difficulties that women encounter in the STEM sector. Another optimistic point of the results is that there are no alarming data on bad experiences due to gender. In the future, the study will be replicated on a larger scale.Item The experience of women students in engineering and mathematics careers: a focus group study(IEEE, 2021-04-21) García-Holgado, A.; Verdugo-Castro, S.; Dominguez, A.; Hernández-Armenta, I.; García-Peñalvo, F. J.; Vázquez-Ingelmo, A.; Sánchez-Gómez, M. C.The gender gap is a problem that occurs in different forms in regions and countries around the world. It is a goal of large international organisations, governments, companies and other entities. Although it is not a new issue, it is important to continue studying it and seek mechanisms and strategies to attract and maintain more women in these areas. In particular, in the field of education and employment, the STEM areas present large gender gaps whose reduction would not only impact the equality of men and women but would also have an impact on the economy of the countries and on improving the economic situation of women. In this context, there are initiatives in Latin America working on this issue, but it is necessary to look more deeply into the elements that influence the decision to study careers in these areas. In this context, two focus groups have been held as roundtables with STEM women from different Latin American and European countries, to answer a series of questions centred on their motivations and decisions before and during their university studies. The results obtained have provided some inputs for defining gender equality action plans in ten Higher Education Institutions from Chile, Colombia, Costa Rica, Ecuador, and Mexico. Furthermore, the results show similarities with previous studies involving STEM women with different Latin American profiles.