STEM careers (i.e., science, technology, engineering and mathematics) are associated with increasingly important and valuable skills, such as complex problem solving, analytical and critical thinking. In addition, graduates of these specialties are better paid than those in other fields and the income gap between men and women in the labor market is smaller.
However, , in 2019 the average global rate of female researchers was only 29.3% and just 35% of STEM students in higher education were women. The gender gap widens the further one advances in educational levels, which explains, to some extent, why historically only 22 women have won the in any branch of science. In Latin America and the Caribbean, women represent . Likewise, in terms of enrollment in STEM careers at the higher education level, women represent only , 25% in , 30% in , and 38% in .
Furthermore, according to a survey conducted by the in Latin American companies, a significant gender gap persists in STEM areas, as only one third of employees with degrees in these areas are women.
With the conviction that it is possible to break down gender prejudices and stereotypes, inspire girls in STEM and increase female participation in these types of careers, in 2016 was born in Chile. This foundation brings the world of science, technology, engineering, art and mathematics closer to girls and young women between the ages of 12 and 16 "so that they look at science and technology with new eyes, articulating the ecosystem to break down gender prejudices and stereotypes." Its initiatives have expanded to Argentina and Colombia.
One of its most important activities is Ingeniosas Week (supported by UNESCO), a space in which primary and secondary schools experience inspirational talks and workshops on science and technology. Each of these actions seek to break down the stereotypes that keep girls away from these disciplines. There is also mentoring support, activities and program proposals that guide teachers, fathers, mothers and caregivers to also help girls in fostering their STEM vocation. In addition, they organize working groups where they share experiences with other organizations, among other actions.
Gabriela Castillo, journalist, leads this foundation and spoke with UNESCO.
Gabriela, from Ingeniosas' experience, what factors affect girls in the development of vocations and their motivation to enter STEM careers?
In the 6 years that we have worked in the promotion of science and technology for girls and adolescents in Chile and Latin America we have seen that there are different factors that affect motivation towards STEM and vocations in these careers.
In the first instance, there are gender stereotypes towards these areas that limit their interest and make them perceive STEM in a negative way. There is a social prejudice that these careers are masculine and we must change that perception, since careers have no gender. Girls and adolescents tend not to feel equal in abilities and skills to boys, and they develop an erroneous perception about themselves regarding these disciplines: "I am bad at mathematics", "I am not good at physics". This also happens because they are not shown these areas in an adequate, timely and dynamic way, pushing them away.
On the other hand, there is a lack of female role models in these disciplines. There are emblematic stories of women from the past and present that we should show as real and concrete cases, with the aim of bringing them closer and allowing them to identify with them.
Another factor that affects their motivation is how gender is viewed in the classroom. If we do not encourage equal participation, the appropriate use of language, and female role models in the classroom, it is difficult to generate the necessary interest for girls to be motivated towards science and technology.
What does Ingeniosas propose to work on these factors?
Ingeniosas is a foundation that promotes science and technology in girls and adolescents, with the aim of inspiring them to look at STEM with new eyes, change perceptions and break down gender stereotypes that have an impact on their future vocational decisions. Our strategic axes are designed to raise awareness of STEM with gender equity.
For this purpose, we have a varied programmatic offer, consisting of workshops, lectures, courses and experiences, which allow us to bring science and technology closer to generate confidence in girls, empower them socio-emotionally, captivate them and demonstrate that these areas can be concrete tools for change, entertaining and accessible. To achieve this, we develop playful, practical and close experiences, inspired by female role models, with the aim of transmitting a renewed perception of science and technology and what they can generate there. Our workshops are based on a methodology that allows girls to experience STEM for the first time in a way that they feel close to, so that they can see that STEM has a collaborative component and a social purpose, characteristics that attract girls.
What are the aspects that have contributed to the success of ingeniosas' work?
From the direct work with the girls, it has been vital to find a model that attracts girls and adolescents through inspiration and that allows them to change perceptions and broaden their horizons. We show them that science and technology are fun and that they have the same capabilities as boys to explore these areas and become involved in them. Likewise, it has been critical to consider the collaborative work with the girls' environment. Parents, teachers and educational communities are a priority to generate an ideal context that motivates girls in these areas. From a more macro work perspective, it has also contributed to generate a triangulation with the public and private sectors in order to row towards the same goal, linking with other organizations of the ecosystem so that together we can achieve a greater impact.
Research such as that of indicates that increasing female participation in STEM disciplines requires policies that go beyond education, such as combating the gender pay gap. What other changes do you consider necessary?
It is necessary to promote cultural changes that start from childhood and that allow integrating the participation of women in a strategic way in the work of society. From more concrete actions as well, such as promoting gender quotas in public and private sectors that require hiring STEM personnel and leading these areas.
Companies, organizations and the public sector must understand the importance of diversity as a determining factor for doing better science and technology. It has been widely studied that more diverse teams achieve a higher rate of creativity, which allows for asking different questions and answering those questions in a different way. Diversity points to different types, among them, the participation of women, who contribute with their own talent and particular viewpoint: creative, analytical and innovative. Solving the problems that afflict the world requires the inclusion of people with different backgrounds and life histories in scientific-technological teams. This is one of the reasons why we need more girls and women in science and technology.
On the other hand, it is still necessary to promote co-responsibility and spaces that allow women's professional development without having to sacrifice family life, hand in hand with the gender quota and access to opportunities. It is also important to create programs and initiatives that encourage women to enter STEM careers, and for that, it is necessary to work with and from childhood. There is an age at which the gender gap in STEM begins to be irrevocably marked: between the ages of 10 and 16. There, when schoolgirls have to make decisions about which technical or professional area they want to pursue, is when we must generate concrete actions to provide timely information and give space and freedom with complete knowledge about these areas, eliminating gender prejudices and stereotypes.
In your opinion, what should Chile and the region invest in urgently to increase the participation of girls and women in STEM?
There are several areas in which Latin American countries could invest to increase the participation of women and girls in STEM, in a comprehensive way to achieve medium and long term changes. Some are already developing and implementing strategies, others are less updated, but the first, most urgent and cross-cutting issue is to promote STEM education with a gender perspective in educational programs such as, for example, in the national curriculum and/or complementary programs, ensuring access to STEM from childhood. It is necessary to generate inclusive and diverse classrooms from an early age, with awareness of the use of language and gender perspective, to focus on female role models and to encourage the active participation of schoolchildren who identify with gender in science and technology programs.
In undergraduate and graduate programs, it is necessary to consider greater investment for women in research and development, and to benefit them in access through scholarships or other forms of financing. On this point, it is also necessary to continue encouraging opportunities that are directly related to the promotion of science and technology-based entrepreneurship with a gender perspective, and to implement public policies that promote equality and diversity in STEM, including gender quotas in the participation, hiring and promotion of careers in science and technology.
