Women in STEM in Higher Education : Good Practices of Attraction, Access and Retainment in Higher Education.
| Main Author: | |
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| Other Authors: | , , |
| Format: | eBook |
| Language: | English |
| Published: |
Singapore :
Springer,
2022.
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| Edition: | 1st ed. |
| Series: | Lecture Notes in Educational Technology Series
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| Subjects: | |
| Online Access: | Click to View |
Table of Contents:
- Intro
- Foreword
- Preface
- Acknowledgments
- Contents
- 1 A Model for Bridging the Gender Gap in STEM in Higher Education Institutions
- 1.1 Introduction
- 1.2 The Project
- 1.3 W-STEM Model
- 1.3.1 Situation Analysis
- 1.3.2 Definition of the Gender Equality Action Plan
- 1.3.3 Implementation of Actions and Measuring Impact and Achievement of Objectives
- 1.4 Main Results
- 1.4.1 International Leadership Summer Camp
- 1.4.2 Women in STEM Mobile App
- 1.4.3 Attraction Campaigns
- 1.4.4 W-STEM Mentoring Network
- 1.5 Conclusions
- References
- 2 A Review of Irish National Strategy for Gender Equality in Higher Education 2010-2021
- 2.1 Introduction
- 2.2 Gender Equality in Irish Higher Education Institutions
- 2.2.1 The Higher Education Authority: National Review of Gender Equality in Irish Higher Education Institutions
- 2.2.2 The Department of Education &
- Skills Gender Task Force-Accelerating Gender Equality in Irish Higher Education Institutions-Gender Action Plan 2018-2020
- 2.2.3 Senior Academic Leadership Initiative (SALI)
- 2.3 Advance Higher Education (HE)
- 2.3.1 Athena SWAN and Athena SWAN Ireland
- 2.3.2 AURORA Leadership Programme and Other Leadership Initiatives
- 2.4 Gender Equality Strategies and Policies of Irish Research Funding Organisations
- 2.4.1 Gender Equality Policy and the Irish Research Council
- 2.4.2 Gender Equality Policy and Science Foundation Ireland
- 2.5 Conclusion
- Appendix
- References
- 3 Making and Taking Leadership in the Promotion of Gender Desegregation in STEM
- 3.1 Introduction
- 3.2 Background
- 3.3 Design of the Study
- 3.4 Professional Profiles of Women in Leadership Position in STEM Fields
- 3.4.1 Medical Biochemistry
- 3.4.2 Telecommunications
- 3.4.3 Environmental and Chemical Engineering
- 3.4.4 Mathematics and Physics.
- 3.5 Lessons Learned on Gender and STEM Leadership
- 3.6 Discussion-Strategies and Synergies for Women in Leadership
- 3.7 Conclusion
- Appendix
- References
- 4 Reflections on Selected Gender Equality in STEM Initiatives in an Irish University
- 4.1 Introduction
- 4.2 The College of Sciences and Health, TU Dublin
- 4.3 Staffing, Recruitment and Promotion in the College
- 4.4 Intervention in Focus: Women Leadership in Higher Education
- 4.5 Intervention in Focus: Researcher Gender Training
- 4.6 Student Recruitment and Support in the College
- 4.7 Intervention in Focus: Gender Equality in Computing
- 4.8 Intervention in Focus: Educational Mentoring
- 4.9 Intervention in Focus: Challenging Gender Stereotypes
- 4.10 Discussion and Conclusions
- References
- 5 Balance4Better: "We Are HERe" More Than a Gender Campaign
- 5.1 Introduction
- 5.2 Context
- 5.3 "WeAreHERe" Campaign
- 5.4 Results
- 5.5 Conclusions and Future Plans
- References
- 6 Promoting the Participation of Women in STEM: A Methodological View
- 6.1 Introduction
- 6.2 Brief Description of the W-STEM Project
- 6.3 Methodological Approach
- 6.3.1 Baseline
- 6.3.2 Analysis
- 6.3.3 Planning
- 6.3.4 Development
- 6.4 Engaging Women into STEM: The Case of Uninorte
- 6.4.1 Baseline
- 6.4.2 Analysis
- 6.4.3 Strategic Planning Process
- 6.4.4 Development
- 6.5 Discussion
- 6.5.1 Lessons Learned
- 6.5.2 Sustainability
- 6.5.3 Limitations
- 6.6 Conclusion
- References
- 7 Women Retention in STEM Higher Education: Systematic Mapping of Gender Issues
- 7.1 Introduction
- 7.2 Methodology
- 7.3 Results and Discussion
- 7.3.1 Database Analysis and Timeline
- 7.3.2 Type of Documents
- 7.3.3 Geographic Data
- 7.3.4 Trending Keywords
- 7.3.5 Most Cited Articles
- 7.4 Conclusion
- Appendix
- References.
- 8 Mentoring Female Students in Engineering as a Way of Caring
- 8.1 Introduction
- 8.2 Mentoring Female Engineering Students
- 8.2.1 Mentor Roles
- 8.2.2 Mentor Attributes
- 8.2.3 Motivations
- 8.3 Case Study Overview
- 8.4 Looking into Mentor Motivations
- 8.5 Caring
- 8.6 Understanding How Mentors Care
- 8.6.1 Caring About
- 8.6.2 Caring For
- 8.6.3 Caregiving
- 8.6.4 Care Receiving
- 8.7 Conclusions and Recommendations
- References
- 9 Gender Perspective in STEM Disciplines in Spain Universities
- 9.1 Introduction
- 9.1.1 Common Aspects of STEM Disciplines
- 9.1.2 Main Differences Among STEM Disciplines
- 9.2 Key Actions
- 9.3 Guides for Mainstreaming Gender in University Teaching
- 9.3.1 Physics
- 9.3.2 Mathematics
- 9.3.3 Engineering
- 9.4 Discussion
- 9.5 Conclusions
- References
- 10 Examples of Good Practices in Erasmus+ Projects that Integrate Gender and STEM in Higher Education
- 10.1 Introduction
- 10.2 Project 1-Augmented Reality for Science Education
- 10.2.1 Project Context
- 10.2.2 Project Objectives
- 10.2.3 Project Results
- 10.3 Project 2-Engendering STEM
- 10.3.1 Project Context
- 10.3.2 Project Objectives
- 10.3.3 Project Results
- 10.4 Project 3-Innovative Women Entrepreneurs of the Future
- 10.4.1 Project Context
- 10.4.2 Project Objectives
- 10.4.3 Project Results
- 10.5 Project 4-Euro4Science: Exploring "CSI Effect" and Forensic Sciences to Boost the Appeal of Science to Young People and Reinforce Interdisciplinarity in European High Schools
- 10.5.1 Project Context
- 10.5.2 Project Objectives
- 10.5.3 Project Results
- 10.6 Project 5-Early Identification of STEM Readiness and Targeted Academic Interventions
- 10.6.1 Project Context
- 10.6.2 Project Objectives
- 10.6.3 Project Results
- 10.7 Project 6-Robotics Opportunities (to Foster) STEM Education
- 10.7.1 Project Context.
- 10.7.2 Project Objectives
- 10.7.3 Project Results
- 10.8 Conclusions
- References.