Girls4STEM: gender diversity in STEM for a sustainable future
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Girls4STEM: gender diversity in STEM for a sustainable future

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Girls4STEM: gender diversity in STEM for a sustainable future

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dc.contributor.author Benavent Garcia, Maria Roser
dc.contributor.author Ves Cuenca, Esther de
dc.contributor.author Forte Deltell, Anabel
dc.contributor.author Botella Mascarell, Carmen
dc.contributor.author López Iñesta, Emilia
dc.contributor.author Rueda Pascual, Silvia
dc.contributor.author Roger Varea, Sandra
dc.contributor.author Pérez Soler, Joaquín
dc.contributor.author Portalés, Cristina
dc.contributor.author Durá Martínez, Esther
dc.contributor.author García Costa, Daniel
dc.contributor.author Marzal Doménech, Paula
dc.date.accessioned 2021-09-02T13:35:53Z
dc.date.available 2021-09-02T13:35:53Z
dc.date.issued 2020
dc.identifier.uri https://hdl.handle.net/10550/80203
dc.description.abstract Science, Technology, Engineering, and Mathematics (STEM) are key disciplines towards tackling the challenges related to the Sustainable Development Goals. However, evidence shows that women are enrolling in these disciplines in a smaller percentage than men, especially in Engineering related fields. As stated by the United Nations Women section, increasing the number of women studying and working in STEM fields is fundamental towards achieving better solutions to the global challenges, since the potential for innovation is larger. In this paper, we present the Girls4STEM project, which started in 2019 at the Escola Tècnica Superior d'Enginyeria de la Universitat de València, Spain. This project works towards breaking the stereotypes linked to STEM fields, addressing both boys and girls aged from 6 to 18, but especially trying to open the range of career options for young girls through interaction with female STEM experts. The goal is to spark girls' interest in STEM disciplines from childhood, so that they become more self-confident in these areas. To achieve this goal, the project is built over three main actions: the Girls4STEM Family Talks, where students, families, and teachers participate; the Girls4STEM Professional Talks, where the target is a general audience; and the Initial Training Seminars for teachers. Short-term results are here presented, showing that aspects related to self-perception and perception from others (family, teachers) play a significant role. Moreover, these results also indicate that there may not be a general understanding of which disciplines are included in STEM.
dc.language.iso eng
dc.relation.ispartof Sustainability, 2020, vol. 12, num. 15, p. 1-17
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Benavent Garcia, Maria Roser Ves Cuenca, Esther de Forte Deltell, Anabel Botella Mascarell, Carmen López Iñesta, Emilia Rueda Pascual, Silvia Roger Varea, Sandra Pérez Soler, Joaquín Portalés, Cristina Durá Martínez, Esther García Costa, Daniel Marzal Doménech, Paula 2020 Girls4STEM: gender diversity in STEM for a sustainable future Sustainability 12 15 1 17
dc.subject Dones en la ciència
dc.subject Desenvolupament sostenible
dc.subject Tecnologia de la informació
dc.title Girls4STEM: gender diversity in STEM for a sustainable future
dc.type info:eu-repo/semantics/article
dc.date.updated 2021-09-02T13:35:53Z
dc.identifier.doi https://doi.org/10.3390/su12156051
dc.identifier.idgrec 140368

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