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    Introduction of the gender perspective in the university teaching: a study about inclusive language in Spanish
    (IEEE, 2021-04-21) García-Holgado, A.; González-González, C. S.; García-Peñalvo, F. J.
    Equality and inclusion are part of the strategic plans of the universities. In particular, the Spanish government has established that the universities should have equality units to apply the principle of equality between women and men. These units are in charge of the definition of the Equality Plans. These Plans vary from one university to another, but they are focused on including the gender perspective in the university's different activities. Teachers' specific training about gender mainstreaming should be one of the key actions to foster equality in higher education. This work presents findings on participants of a course about "Introduction of the gender perspective in the University teaching" developed in the University of Salamanca in June 2020. The document describes the organization and structure of the course with a particular focus on the adaptation to online format due to the COVID-19 crisis. Furthermore, we share some of the results about the participants' perceptions and opinions on the inclusion of non-sexist language in Spanish and their educational practices
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    Gender Balance Actions, Policies and Strategies for STEM: Results from a World Café Conversation
    (Ediciones Universidad de Salamanca, 2019-12-27) García-Peñalvo, F. J.; Bello, A.; Dominguez, A.; Romero Chacón, R. M.
    W-STEM project is working to reduce the existing gender gap in Science, specifically in STEM fields in Latin America. During an International Leadership Summit, held in Cartagena de Indias (Colombia) on November 26th, 2019 within the project scope, forty-four people, including researchers and policymakers at the higher education institutions, participated in a World Café conversation to discuss about the potential actions, policies and strategies might be develop in the universities to reduce the above mentioned gender gap in STEM studies. Four tables were conducted, and this paper summarizes the most outstanding conclusions of the conversations.
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    Inclusion of gender perspective in Computer Engineering careers. Elaboration of a questionnaire to assess the gender gap in Tertiary Education
    (IEEE, 2018-04-17) García-Holgado, A.; Mena, J.; García-Peñalvo, F. J.; González, C.
    Gender inequality is a global problem present in all facets of life to a greater or lesser degree. In the fields of Sciences, Technology, Engineering and Mathematics, both in career and work contexts, the gender gap continues. The percentage of women who study or work in the technology sector is around 25% according to different international reports. The incorporation of gender studies in the curricula is considered one of the main actions to close the gender gap in tertiary education. Education programs should approach conceptual mismatches between gender or sex and change its foundations to guarantee equal education for any person by limiting the influence of social stereotypes and dominant culture. There are few studies that aim at describing what is the main stream viewpoints among students from research instruments previously validated. This work describes the process to elaborate a questionnaire on gender perspectives and its validation in order to describe what students of Computer Engineering careers think and what changes can be implemented accordingly in future education programs to close the gender gap.