Promoting female stem vocations within the sdg framework

Resumo

The contributions of STEM disciplines (science, technology, computer science and mathematics) and gender equality are key to achieving the Sustainable Development Goals (SDGs). It is essential that women have access to the job opportunities offered by training in these areas, as well as to consider their contributions, shaping professional profiles with a gender perspective and with a significant economic and social welfare impact.In Spain, women are under-represented in STEM careers and over-represented in areas related to health and care (Scientists in Figures 2021). The causes of this difference in percentages in the selection of careers are multiple: gender stereotypes, lack of female references in the scientific-technical field, lower perceived self-efficacy in girls and job discrimination, among others. To reduce this gender gap, which is detrimental to women and society, Spanish universities have undertaken various initiatives related to SDG 5, "Achieve gender equality and empower all women and girls", to awaken female vocations in the STEM field. The number of programmes aimed at secondary education is considerable, but it is in primary education where action is needed to combat gender stereotypes that negatively affect girls from an early age.Aware that the promotion of STEM vocations among girls leads to a more sustainable society, the Gender Equality Office of the University of Santiago de Compostela (USC), in collaboration with the City Council of Santiago de Compostela, launched six years ago "Unha enxeñeira ou científica en cada cole" (https://unhaencadacole.gal/). An initiative that aims to encourage the presence of women in STEM careers through recreational workshops in schools, taught by professors and researchers of the USC and CESGA, thus providing nearby female references in these areas. This programme has been running for seven editions now, and during these years it has changed its format, which was initially face-to-face and has become telematic and online due to the pandemic. These changes in format have allowed this initiative to be taken to other schools in Galicia, reaching fifty-three primary schools in the last edition. The experience in the different editions of this programme has been very satisfactory, both for the teachers and researchers who have given the workshops and for the primary school teachers who have attended them. Therefore, we consider it to be a consolidated initiative that it would be important to continue in order to advance gender equality as a specific and cross-cutting objective in the 2030 Agenda.