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In this paper, the authors seek to analyze the perceptions, motivations and experiences of young women in science, technology, engineering and mathematics (STEM) education projects aiming to incentivize gender equity, based on the theoretical framework of feminist studies on science and intersectionality, as well as academic literature on equity and inclusion in science communication. The following question was considered: How does experience in these projects influence young women's perceptions of belonging in the STEM fields? Working from a qualitative, content analysis approach, the authors conducted 73 questionnaires, 20 interviews, and 4 focus groups with 25 young women who participated in 4 projects developed in public schools in low-income settings in Rio de Janeiro, Brazil. The authors categorized the experience of these young women in their individual dimension–regarding motivations, interests, science identity and future career prospects; family dimension–encouragement and recognition from family members and parents' beliefs and expectations; educational dimension–recognition by the school community, improvement in school performance, and intervention in school spaces; project dimension–representativeness of gender, race, class, and location, development of self-esteem and self-confidence, building of a sense of belonging, and active learning methodologies; and social dimension–domestic work in their daily lives and experiences of discrimination based on gender, race, class and location. The authors argue that such projects become "counter-spaces" in which marginalized young women find spaces of resistance and possibility, based on the unique position they occupy and, through feeling included and belonging, can claim their rightful presence from an intersectional perspective. [ABSTRACT FROM AUTHOR]

Previous research suggests an under-representation of women among teleworkers before the Covid-19 pandemic. However, we know little about whether such a gender gap was substantial, and whether it could be explained by occupational gender segregation. We explore whether a gender gap in regularly teleworking existed in the EU-28 and analyse its possible constituents, drawing on data from the European Working Conditions Survey 2015. To form a group of potential teleworkers, the analytical sample was restricted to employees who made use of information and communication technology (N ≈ 16,000). Country fixed effects regression and multilevel models were applied. The results show that women were under-represented among teleworkers compared to men, also when occupational gender segregation is taken into account; the remaining gender gap in telework is estimated at 10%. For women, working part-time and working in the private sector was associated with lower incidences of telework, but not for men. Country characteristics explain a small but significant share of telework incidence. In countries that rank high on the Gender Equality Index and have a large public sector, telework was widespread, whereas it was less present in countries with higher shares of women in the fields of science and engineering. The findings support the view that the gender gap in teleworking from home is a matter of historically grown gender inequality. [ABSTRACT FROM AUTHOR]

The relationships between gender-based earnings disparity and gendered dimensions of human capital gains and labor market changes are quite complex. Some scholars have argued that gender bias improves the over economy of a country/society. Others, however, have argued otherwise, adding to the narrative that despite an overall positive role of educational/human capital gains by women, the benefits reaped by them is non-linear, often with declining premiums for educational progress. This research investigates gendered earnings disadvantage and (dis)parity across US counties by employing GIS-based maps, descriptive statistics, correlations and regression analyses wherein female earnings and female-versus-male earnings ratios are regressed against select explanatory variables representing educational attainments, gender-based work-status, and their occupational over/under-representation in the labor market. Five-years estimates data (2015–2019) from the NHGIS are used for computing location quotients for major occupation-types by gender and additional statistical analyses. Females with professional, Master's and doctoral degrees have improved earnings, even though gender parity is better for both genders among the less educated. Sadly, gender disparity in earnings is higher when male-versus-female ratio increases for those majoring in science/engineering, science and engineering-related and business degrees. Greater gender parity, however, is noted when more men major in Education—a sub-field largely deemed as feminine. This research calls for focused policy interventions toward encouraging more women in STEM and science/engineering disciplines, along with strategic programs to help attract more women into working full-time—one of the several ways toward bridging the earnings gap. [ABSTRACT FROM AUTHOR]

Diversity is a creative force that broadens views and enhances ideas; it increases productivity as well as the impact of our science, making our respective organisations more agile and timely. Equality of opportunity is a key to success for any research organisation. Here we argue that every research organisation, whether in academia or in industry, needs to have better inclusion policies to harness the benefits of diversity in research. Drawing from our personal experiences and perspectives as women in science, we share our suggestions on how to promote inclusion in academia and create a better research culture for all. Our shared experiences highlight the many hurdles women in science face on a daily basis. We stress that rules and regulations, as well as education for awareness, will play critical role in this much needed shift from a male-dominated scientific culture that dates from Victorian times to a modern focus on gender equality in science. The key ingredients of this new culture will be flexibility, transparency, fairness and thoughtfulness. [ABSTRACT FROM AUTHOR]

Analyzing the context that involves historical and current reasons of gender inequality in Brazil, this study aims to analyze the positive Brazilian legislation regarding women's performance in scientific research and its effectiveness. The subject is extremely relevant for two main reasons: first, due to the absence of current research that thoroughly examines the effectiveness of laws in favor of women's performance in Brazilian science. Second, because despite the progressive advances, it is necessary to monitor women's performance with the purpose of subsidizing policies aimed at confronting inequalities. The methodology used was bibliographic review and the research technique used was indirect documental by means of written bibliographic and documentary sources. This analysis showed the lack of specific policies to encourage and ensure women's performance in the scientific field and especially the low effectiveness of existing policies. Although neutrality and impartiality are fundamental principles for doing science, in concrete reality and from a gender perspective, the academic and scientific environment are still biased and partial. [ABSTRACT FROM AUTHOR]

October 12th is Ada Lovelace Day. Every year on this day we celebrate the achievements of women in science, technology, engineering and maths (STEM). Although we have made progress in terms of gender equality in STEM, hurdles are still faced and changes are still needed. We spoke to Professor Jacqueline Gottlieb, Dr Kirsty Bannister and Natahsa Pushkin about their journeys in STEM in what are still male-dominated disciplines. [ABSTRACT FROM AUTHOR]

The present article investigates explanations for gendered trends in Physics and Engineering access, reporting findings from a large-scale study funded by the UK Economic and Social Research Council and drawing primarily on data from interviews with 132 15-16 year-old adolescents and their parents. Survey results in our study and elsewhere show strong gender disparities in anticipated pursuit of Physics after completion of compulsory education. In order to explore the constructions of gender and Physics underlying these trends, we focus on qualitative interview data, applying Foucaultian analysis of discourse to investigate gendered narratives underpinning adolescents' and their parents' articulations. This analysis reveals three key discourses at work on the topic of women's access to Physics: (a) equality of opportunity, (b) continued gender discrimination in and around Physics, and (c) Physics as quintessentially masculine. We additionally identify five distinct narratives supporting the discourse of physics as masculine. These various discourses and narratives are interrogated, and their implications explored. We conclude that it is only by disrupting prevalent constructions of the Physical sciences as a masculine and 'hard' domain will we increase the presence of women in the sector. Working with young people to analyse and deconstruct the discursive assumptions made in relation to gender and Physics, as well as further work to increase accessibility and broaden representation in Physics, may be fruitful ways to challenge these longstanding associations between Physics and masculinity. [ABSTRACT FROM AUTHOR]

The present study examines the relationship between gender and scientific competence in fictional representations of scientists in the British science fiction television program Doctor Who. Previous studies of fictional scientists have argued that women are often depicted as less scientifically capable than men, but these have largely taken a simple demographic approach or focused exclusively on female scientist characters. By examining both male and female scientists ( n = 222) depicted over the first 50 years of Doctor Who, our study shows that, although male scientists significantly outnumbered female scientists in all but the most recent decade, both genders have consistently been depicted as equally competent in scientific matters. However, an in-depth analysis of several characters depicted as extremely scientifically non-credible found that their behavior, appearance, and relations were universally marked by more subtle violations of gender expectations. Incompetent male scientists were largely depicted as effeminate and lacking in masculinity. In addition, many incompetent male and all incompetent female scientists served regimes that were problematically effeminate, collectivist and pacifist, or male-rejecting and ruled by women. Although Doctor Who avoids overtly treating women and men unequally, strong codes of masculine capability and prowess nevertheless continue to influence representations of scientific competence, pointing to the continued pervasiveness of such associations within wider Western culture. Professionals working to encourage gender-inclusive practices in science should look to subtle discourses about the masculine culture of science in addition to institutional and structural impediments to participation for women and gender minorities. [ABSTRACT FROM AUTHOR]

Science and engineering remain male-dominated professions in Canada and elsewhere. This is a disheartening fact for a society dedicated to providing equality of education and opportunity, and protection of the right to physical and psychological security of the person to all its citizens. Canadian women comprise 51% of the populations yet still hold down, on average, less than 10% of all jobs in the basic and applied sciences. Few women are found in the upper strata of the science hierarchy, whether judged by income, by rank within the relevant professions, or by inclusion in the structures of government, industry, education or professional institutions which formulate science policy. "The evidence is compelling that science as both power and knowledge is 'firmly located in white, Western, bourgeois, (compulsorily heterosexual) men's hands.' " [ABSTRACT FROM AUTHOR]

The article discusses an April 13, 2015 study which found that faculty members prefer female candidates for tenure-track jobs in science and engineering. Topics discussed include previous findings that a relatively low percentage of female doctorates in the social and biological sciences secure academic positions, signs that science is inching towards gender equality and the chances of women advancing at other points in their scientific career.

The author discusses ways to combat gender inequality in science, specifically biomedical research. Topics include the offering of workplace services such as breastfeeding rooms and scheduling of meetings during school hours, financial assistance to female scientists for child care both at home and during business travel, and requiring an equal number of women speakers at conferences and workshops as men speakers.

The author reflects on the underrepresentation and marginalization of women in the science and technology sector. It states that the report on women science faculty at Massachusetts Institute of Technology (MIT) in 1999 provides quantifiable data and highlights the disparities in the treatment of men and women on various departments. It also suggests that universities, scientific societies, and funding agencies must develop and implement a systemic solution to ensure gender-blind practices.

The authors emphasize the need to change conditions that suppress the number of women in leading science positions in the European Union (EU). The article cites the report "The Gender Challenge in Research Funding" and statistical findings regarding scientific leadership positions occupied by women. The article notes that fathers need to share parenting responsibilities and that employers have a responsibility to assist parents.