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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 57453

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Special Issue Editors

Dr. Carmen Botella-Mascarell

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Guest Editor

Associate Professor, Computer Science Department, University of Valencia, 46100 Valencia, Spain
Interests: Beyond 5G; Advanced multi-antenna techniques; Channel estimation; Software Defined Radio
Special Issues, Collections and Topics in MDPI journals

Assoc. Prof. Anabel Forte Deltell

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Guest Editor

Statistics and Operational Research Department, University of Valencia, 46100 Valencia, Spain
Interests: diversity in STEM; Bayesian uncertainty quantification

Asst. Prof. Emilia López-Iñesta

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Guest Editor

Departament Didactics of Mathematics, University of Valencia, 46022, Valencia, Spain
Interests: diversity in STEM; didactics of mathematics; STEM education; statistics; artificial intelligence

Assoc. Prof. Silvia Rueda Pascual

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Guest Editor

Computer Science Department, University of Valencia, 46100 Valencia, Spain
Interests: diversity in STEM; software engineering

Special Issue Information

Dear Colleagues,

The digital gender gap is defined as the difference between the percentage of men and the percentage of women in the use of Information and Communication Technologies (ICTs) indicators. Ensuring equal access to ICTs is an urgent need on the 2030 Agenda for Sustainable Development, and the digital gender gap quantifies and encompasses practical ICT skills necessary for work and daily life. ICTs facilitate people’s access to health, banking services, and education, or in other words, they are enablers for the participation of people as citizens in the upcoming future Digital Society.

To achieve a more egalitarian society, it must be borne in mind that equal access to ICT also facilitates the participation of women in increasingly digital societies and in the global community. Women's access to ICTs is not only a matter of gender equality but an urgent need on the 2030 Agenda. That no one is left behind is a basic promise of the United Nations Sustainable Development Goals (SDGs).

Reducing the digital gender gap also has positive effects on the potential development and economic growth of countries. When women and girls have access to ICTs, they have the opportunity to start new businesses, sell products to new markets, find better paying jobs and access education, as well as financial and health services; thus, they help to increase GDP.

This different access to and interest in ICT is closely related to the lack of gender diversity in STEM disciplines. When it comes to the world of STEM, women are in the minority. STEM gender equality is vital to the world reaching SDGs. However, less than 30% of the world’s researchers are women and this under-representation occurs in every region in the world. Moreover, despite the need for talent that the market demands, there is a shortage of vocations in STEM fields and global female enrollment is particularly low in certain fields. This gender imbalance is present all around the world, even though women are enrolled in STEM courses more in some regions than others.

In order to solve this structural problem, it is crucial to identify the causes and to define the actions that governments and institutions can establish as political motors of changing.

This Special Issue aims to consolidate the emerging and recent research field in gender diversity in STEM disciplines. Initiatives and projects oriented to reduce the STEM diversity gap and studies about the causes and solutions to this problem are especially welcome.

Assoc. Prof. Carmen Botella
Assoc. Prof. Anabel Forte Deltell
Asst. Prof. Emilia López-Iñesta
Assoc. Prof. Silvia Rueda Pascual
Guest Editors

References

Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM). UNESCO 2017 http://unesdoc.unesco.org/images/0025/002534/253479e.pdf
Bian Lin, Leslie Sarah-Jane, Cimpian Andrei . Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science 2017, 355, Issue 6323, 389-391 https://science.sciencemag.org/content/355/6323/389
She Figures 2018. Gender equality in Research and Innovation in the European Union: doctoral graduates. She Figures. European Commission; Directorate-General for Research and Innovation 2018 https://op.europa.eu/en/publication-detail/-/publication/9540ffa1-4478-11e9-a8ed-01aa75ed71a1
Botella Carmen, Rueda Silvia, López-Iñesta Emilia, Marzal Paula. Gender Diversity in STEM Disciplines: A Multiple Factor Problem. Entropy 2019, 21, 30. https://www.mdpi.com/1099-4300/21/1/30

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Keywords

STEM
gender
diversity
gender gap
ICT
STEM education
scientific and technological vocations in STEM
digital society

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Published Papers (12 papers)

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19 pages, 562 KiB

Open AccessEditor’s ChoiceArticle

The Impact of Female Role Models Leading a Group Mentoring Program to Promote STEM Vocations among Young Girls

by Mariluz Guenaga, Andoni Eguíluz, Pablo Garaizar and Ander Mimenza

Sustainability 2022, 14(3), 1420; https://doi.org/10.3390/su14031420 - 26 Jan 2022

Cited by 15 | Viewed by 7163

Abstract

From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We analyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after participating. The results show that the program had an impact on the students’ attitudes towards technology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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15 pages, 1510 KiB

Open AccessArticle

Grey’s Anatomy: Gender Differences in Specialty Choice for Medical Students in China

by Xiaofeng Shao and Tianyu Wang

Sustainability 2022, 14(1), 230; https://doi.org/10.3390/su14010230 - 27 Dec 2021

Cited by 2 | Viewed by 3525

Abstract

Gender differences in sub-major choices within the science, technology, engineering, and mathematics (STEM) fields have scarcely been discussed. This study uses administrative records from a top medical school in China to examine gender differences in medical students’ specialty choices. Results showed that, although the gender gap in choosing a clinical track shrinks over time, female students in the clinical track are far less likely to choose highly paid surgical specialties, and this gap persists over time. However, female students outperformed male students in all of the courses. Thus, academic performance cannot explain the underrepresentation of female students in surgery. We further collected questions such as “Why don’t female students choose surgical specialties” and answers to them in “Chinese Quora”, Zhihu.com. A preliminary text analysis showed that ultra-physical load, discrimination in recruitment, women-unfriendly work climates, and difficulties in taking care of family are barriers that prevent women from choosing surgery. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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28 pages, 1807 KiB

Open AccessArticle

Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education

by María Teresa Alonso, Virginia Barba-Sánchez, María Teresa López Bonal and Hermenegilda Macià

Sustainability 2021, 13(18), 10445; https://doi.org/10.3390/su131810445 - 19 Sep 2021

Cited by 9 | Viewed by 3086

Abstract

In a setting that prioritises the achievement of Sustainable Development Goals (SDG), sustainable development cannot be achieved without the contribution of female talent. This paper is focused on studying the reasons for the gender gap and the offered strategies to reduce it. The debate on the reasons for the low enrolment rates of girls in technological degrees remains open in the literature. This study investigates the causes of why girls do not choose a computer engineering degree and makes a comparison between ex-ante (secondary school) and ex-post (higher education). Based on a survey of students from both secondary school (229) and higher education (171), a quantitative study on gender differences was performed. The chi-squared test was applied to compute the corresponding p-value. Gender significant differences concerning goals were found (such as, at secondary school, girls preferred to help people, whereas boys preferred to be rich or to have a lot of holidays), and degree preferences (secondary school girls showed great interest in degrees, such as psychology, criminology and medicine, while boys showed great interest in sports sciences and engineering). However, these differences cannot be attributed to the existence of gender stereotypes, to the poor social image of workers in that field, or to the goals to be achieved within this profession. Some proposals are offered to reduce the gap. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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21 pages, 2570 KiB

Open AccessArticle

Gender Diversity in Research and Innovation Projects: The Proportion of Women in the Context of Higher Education

by Natalia Restrepo, Alfonso Unceta and Xabier Barandiaran

Sustainability 2021, 13(9), 5111; https://doi.org/10.3390/su13095111 - 2 May 2021

Cited by 6 | Viewed by 3757

Abstract

Europe has gradually consolidated its integration of the gender dimension in the field of research and innovation. Institutional structures have shown that the development of gender diversity policies have improved the conditions of equality between women and men. However, the representation of women in the workforce is still an everyday and universal concern. This article analyses the position of women in academic research. For this purpose, the evolution of the participation of women in research and innovation projects in the context of higher education is observed, taking the University of the Basque Country, Spain, as a case study. In order to evaluate the situation of women in research and innovation projects, the authors analyse a database with 75,864 records of projects collected between 2007 and 2018. The analysis confirms that a more balanced participation has been achieved between women and men in research and innovation teams and in project management structures. However, it also shows that gender diversity should continue to be a priority, in addition to its integration in science and technology financing programmes. Knowing this reality can be useful to promote the intensive development of public policies and to contribute towards the effort to improve the statistics of women’s participation in science. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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26 pages, 908 KiB

Open AccessArticle

Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

by Marta Peña, Noelia Olmedo-Torre, Elisabet Mas de les Valls and Amaia Lusa

Sustainability 2021, 13(9), 4994; https://doi.org/10.3390/su13094994 - 29 Apr 2021

Cited by 10 | Viewed by 4083

Abstract

The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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22 pages, 884 KiB

Open AccessArticle

Women’s Participation and Factors Affecting Their Academic Performance in Engineering and Technology Education: A Study of Ethiopia

by Addissie Melak and Seema Singh

Sustainability 2021, 13(4), 2246; https://doi.org/10.3390/su13042246 - 19 Feb 2021

Cited by 14 | Viewed by 6356

Abstract

Academic performance is one of the reasons for gender imbalance in STEM education. This study has two objectives: analyzing women’s participation in STEM education and investigating the factors affecting women’s achievements in Engineering and Technology university majors in Ethiopia. Secondary data have been analyzed to establish women’s involvement in STEM education using enrollment and graduation data and to observe the gender gap. Primary data were collected from 376 women students of engineering and technology. The OLS multiple regression model results reveal that the academic performance of women in engineering and technology education is positively influenced by students’ capabilities to gather information about the institution before joining the university. Interventions followed by institutions for supporting women students, peer learning habits of students, and the accessibility of university infrastructure also positively affect women’s academic performance. In contrast, sexual harassment and the existence of engineering and technology professionals in the family negatively influence the academic performance of women. Hence, educational organizations, governments, and other stakeholders should work to enhance women’s academic performance and reduce the gender gap in STEM education. Engineering colleges must also give attention to students’ psychological, economic, and educational support, try to fulfill infrastructure and learning equipment, and protect students from sexual harassment through strong commitment and regulations. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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21 pages, 2985 KiB

Open AccessArticle

Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective

by María Consuelo Sáiz-Manzanares, Raúl Marticorena-Sánchez, Natalia Muñoz-Rujas, Sandra Rodríguez-Arribas, María-Camino Escolar-Llamazares, Nuria Alonso-Santander, M. Ángeles Martínez-Martín and Elvira I. Mercado-Val

Sustainability 2021, 13(3), 1166; https://doi.org/10.3390/su13031166 - 22 Jan 2021

Cited by 19 | Viewed by 6385

Abstract

Teaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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19 pages, 338 KiB

Open AccessFeature PaperArticle

Signaling Value through Gender Diversity: Evidence from Initial Coin Offerings

by Alexander Guzmán, Cristian Pinto-Gutiérrez and María-Andrea Trujillo

Sustainability 2021, 13(2), 700; https://doi.org/10.3390/su13020700 - 13 Jan 2021

Cited by 6 | Viewed by 4542

Abstract

We analyze women’s participation and the effects of team gender diversity on initial coin offering (ICO) success measured by the total funding amount raised in the actual ICO and the project’s long-term survival. Using a database featuring 875 initial coin offerings between 2017 and 2019, we find that women are significantly under-represented in ICO projects (on average, only 13% of team members are women). However, for projects that do have participation of women, we find that team gender diversity increases the total funding raised in the ICO. Moreover, when we separate team members into areas of expertise or roles in the project, we find that the presence of women in critical positions, such as being a founder or having financial or legal responsibilities, significantly reduces the likelihood of long-term coin failure. Our results are consistent with the notion that investors perceive women’s participation in leadership positions as a positive signal of desirable organizational practices that will translate into better performance. Our results are also consistent with the idea that having women, who abide by ethical values and are less prone to fraud, reduces the likelihood that informationally opaque ICOs turn out to be scams. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

11 pages, 908 KiB

Open AccessArticle

Gender Balance in Mars Exploration: Lessons Learned from the Mars Science Laboratory

by María-Paz Zorzano

Sustainability 2020, 12(24), 10658; https://doi.org/10.3390/su122410658 - 20 Dec 2020

Cited by 5 | Viewed by 2914

Abstract

There is, recently, a global concern about the gender gap in Science, Technology, Engineering, and Mathematics (STEM) areas, starting from education role models, student applications, through the academic, industrial and management career progression. Given the high visibility and popularity of all subjects related to space exploration, female participation in this field may be used to change the existing stereotypes and provide role models to the younger generations, thus having a positive influence on education while also demonstrating to other organizations how to promote diversity in the working environment. Previous studies on spacecraft science teams, considering only principal and co-Investigators, PIs and co-investigators (CoIs), respectively, show that the percentage of women in the role of investigators has remained flat at 15.8% since 2000. The NASA Mars Science Laboratory (MSL) mission is taken here as an example to perform a statistical analysis of the gender profile for the period 2004–2018. The results are compared with: (1) data from the US National Science Foundation (NSF) about gender distribution in STEM postdoctoral profiles and faculty members; (2) the trend of planetary exploration team profiles; (3) research and innovation statistics in Europe; (4) proposals of the EU FP6 funding program; and (5) the percentage of female researchers from the Elsevier status report. This analysis shows that the process of continually holding open calls for Participating Scientists based on individual merit and the application of a flat working structure have allowed gender balance within the MSL team to improve naturally while maximizing individual and team performance. Women represent approximately 30.6% of the team, in agreement with the current percentage of female planetary exploration researchers and senior faculty members in academia. Interestingly, the percentage of female-led articles has been above the MSL women percentage trend. While the percentage of women in planetary science appears to be increasing, their role on the proposing teams is still low. As in other STEM fields, attention should be paid to secure the adequate promotion of younger generations to achieve the United Nation’s Sustainable Development Goal 5 of achieving gender equality and empowering all women and girls by 2030. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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25 pages, 2470 KiB

Open AccessArticle

Is It Time for a Revolution in Work‒Life Balance? Reflections from Spain

by Rocío Rodríguez-Rivero, Susana Yáñez, Celia Fernández-Aller and Ruth Carrasco-Gallego

Sustainability 2020, 12(22), 9563; https://doi.org/10.3390/su12229563 - 17 Nov 2020

Cited by 18 | Viewed by 4935

Abstract

The COVID-19 crisis has taken the world by surprise, and its effects are widening pre-existing inequalities such as socioeconomical, educational, and digital divides. The gender gap is no exception, and research shows that lockdowns are strongly impacting women, who, on the whole, are more vulnerable to the effects of a crisis. This study analyzes the impact of the COVID-19 lockdown in Spain on families, from a gender perspective. To this end, 663 participants related to the STEM (Science, Technology, Engineering, and Mathematics) fields were recruited to participate in the research through their connection with the Equality Office of the major technical university of Spain, Universidad Politécnica de Madrid, which offers most engineering and architecture degrees. The results indicate that the great myths of gender inequality are still alive in Spain, and that a crisis of this nature can perpetuate them. However, the crisis also presents an opportunity for change. Will the STEM careers be prepared to take advantage of this opportunity, or will this crisis end up perpetuating their markedly masculine character? Are we ready for a revolution? The COVID-19 crisis and its learnings about the importance of care can open the path to change. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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16 pages, 713 KiB

Open AccessArticle

Equity or Stereotypes in Science Education? Perspectives from Pre-University Students

by Raquel Fernández-Cézar, Dunia Garrido, Melody García-Moya, Ariadna Gómezescobar and Natalia Solano-Pinto

Sustainability 2020, 12(22), 9354; https://doi.org/10.3390/su12229354 - 11 Nov 2020

Cited by 8 | Viewed by 3221

Abstract

In this work, we explore the presence of stereotypes in pre-university students with respect to gender, science, and scientists. The possible differences between boys and girls, school stage, and rurality are analyzed. For this purpose, a sample of 404 participants between 13 and 18 years old were delivered a form with items from the Questionnaire on Opinions about Science, Technology, and Society. The responses were offered using a five-point Likert scale and agreement percentages were calculated. Descriptive and inferential statistics were used for the analysis, where the effect size was calculated for items associated with any of the three factors. Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas. In addition, perceptions of science and scientists showed greater agreement for CSE than for HS students. However, no differences were found between girls and boys. Regarding science items, there was a major agreement on the relationship between science and technology with problem solving, regardless of sex or school rurality. Finally, reflections on stereotypes and the presence of girls in STEM careers are provided. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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14 pages, 790 KiB

Open AccessConcept Paper

Belonging and Masculinities: Proposal of a Conceptual Framework to Study the Reasons behind the Gender Gap in Engineering

by Andrea Vera-Gajardo

Sustainability 2021, 13(20), 11157; https://doi.org/10.3390/su132011157 - 9 Oct 2021

Cited by 2 | Viewed by 3590

Abstract

The low participation of women in STEM fields is well-known and has been well documented around the world. Closing this gap plays a central role in achieving a more equal society and thus sustainable development. The gender gap in STEM must be understood as a complex problem which can be explained through various factors (cultural, economic, and social) and therefore requires the efforts of different disciplines and actors. This article proposes that the hegemonic masculinity theory together with the concept of belonging, understood from the point of view of feminist studies and cultural studies, can contribute a necessary conceptual framework for understanding the causes behind the gender gap in engineering. Full article

(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)

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