In 2017, UNESCO published a groundbreaking report: Cracking the code: girls’ and women’s education in science, technology, engineering, and mathematics (STEM). The study aims to “crack the code” or decipher the factors hindering or facilitating girls’ and women’s participation, achievement, and continuation in science, technology, engineering, and mathematics (STEM) education.
According to the report, globally, only 35% of STEM students in higher education are women, and only 3% of women in higher education choose information and communication technologies (ICT) studies.
To wrap up Women’s History Month, we looked at the work of Gloria Bonder, the regional chair on Women, Science, and Technology in Latin America at the United Nations Educational, Scientific and Cultural Organization (UNESCO).
Bonder is also the director of the Department of Gender, Society, and Policies of Facultad Latinoamericana de Ciencias Sociales in Argentina.
Recently, she gave an interview to UNESCO on the International Day of Girls and Women in Science on why girls are less likely to pursue science-related studies than their male peers, even though they are doing as well as boys in mathematics and science.
According to Bonder, the UNESCO Chair in Women, Science, and Technology in Latin America has conducted several studies on what’s holding girls back and why we must push for girls’ participation in science, technology, engineering, and mathematics (fields).
The studies, including Cracking the Code, show factors, such as having a close relative in a science field, a teacher who encourages interest in these disciplines, or support from families, can influence girls’ career choices. However, she said it is essential to question the gender biases and stereotypes in the educational, cultural, and family spheres that influence girls’ career choices.
“It is not a matter of ‘adding’ women to science and technology but of ensuring that everyone–regardless of gender, wealth, ethnicity, or other factors – can study and work in STEM environments free from discrimination,” Bonder said.
Bonder said two initiatives she was proud of include coordinating the Central American edition of the TeachHer Project, created by UNESCO, and training over 200 teachers to focus on gender equality in the delivery of STEM, including arts and education programs.
The second initiative includes the ACT (Act on Gender) and Inspire programs, which have created a community of practice made up of universities and research centers from different Latin American countries.
Bonder said the communities are supporting gender equality in universities and scientific research centers and broad institutional change. They also conducted large-scale communication and awareness campaigns to overcome gender inequalities in science and technology.
She advised younger generations of girls and women trying to pursue STEM to detect and reject all forms of discrimination, harassment, and violence which often occur in STEM education and research institutions and the workplace.
Second, Bonder asked them to build networks to exchange experiences and build collaborative projects and proposals for implementing gender equality policies in their educational and work environments.
“Finally, be part of the change,” she said. “Advocate for scientific and technological development that contributes to the betterment of societies.”
In 2018, the National Academies of Sciences, Engineering, and Medicine published the groundbreaking report: Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine.
The report recommended academic institutions and their leaders should improve the representation of women at every level, take steps to foster greater cooperation, respectful work behavior, and professionalism; and combine anti-harassment efforts with civility-promotion programs.
"We need new data and new questions" Gloria Bonder calls for international dialogue and collaboration to reduce the #GenderGap for #WomenInSTEM pic.twitter.com/HpsEjBtBJO
— International Science Council (@ISC) February 11, 2020
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