¿De ciencias o de letras? Brechas de género en el espacio educativo STEM

Beatriz Esteban Ramiro; Roberto Moreno López; Rosa M.ª Marí Ytarte

doi:10.31637/epsir-2024-1462

Authors

Beatriz Esteban Ramiro University of Castilla-La Mancha https://orcid.org/0000-0002-4736-1693
Roberto Moreno López University of Castilla-La Mancha https://orcid.org/0000-0002-6238-9440
Rosa M.ª Marí Ytarte University of Castilla-La Mancha https://orcid.org/0000-0002-1132-628X

DOI:

https://doi.org/10.31637/epsir-2024-1462

Keywords:

gender, gaps, STEM, women, science, education, young people, studies

Abstract

Introduction: The study presented here aims to analyse and compare the presence of women in the educational field in relation to STEM degrees, as well as to investigate the interest of young women in scientific and technlogical subjects. Methodology: A quantitative approach methodology was used, applying a statistical review of secondary sources (SIIU and UCLM); an ad hoc questionnaire was distributed to N=480 young people from Castilla-La Mancha between the ages of 16 and 29. Results: The results show evidence of gender gaps in access and choice of STEM studies. Women opt, in greater proportion, for studies linked to the branches of social sciences, humanities and health sciences. Discussions: The information obtained allows us to explore the positions and interests of young women in addition to the factors that influence their choice of post-compulsory studies. Conclusions: Further research into how gender gaps operate in relation to the development and interest in science is an unavoidable challenge that directly affects the educational system, but in which all agents of socialisation must be present.

Downloads

Download data is not yet available.

Author Biographies

Beatriz Esteban Ramiro, University of Castilla-La Mancha

Teaching and Research Staff of the Department of Labor Law and Social Work. Associate Professor in the Degree in Social Work. PhD in Law from the University of Castilla-La Mancha. She has a Master's Degree in Research in Applied Psychology (UCLM). Her lines of research focus on the study of gender in its application to social problems, the analysis of inequality and social policies and professional competencies in social work.

Roberto Moreno López, University of Castilla-La Mancha

Teaching and Research Staff of the Department of Pedagogy. Associate Professor. Degree in Social Education. Vice-Dean of Research and Students at the Faculty of Social Sciences and Information Technologies of Talavera de la Reina. PhD in Education, Arts and Humanities from the University of Castilla-La Mancha. He has a Master's Degree in Applied Psychology Research (UCLM). His main lines of research deal with hate crimes; socio-labor inclusion and transitions to employment of people at social risk, especially young people; and professional skills and professionalization of Social Education.

Rosa M.ª Marí Ytarte, University of Castilla-La Mancha

Professor in the Department of Pedagogy. Degree in Social Education. Degree in Philosophy and Educational Sciences and PhD in Pedagogy from the UB. Master in Art, Literature and Contemporary Culture, UOC. Member of the research group GIES, Education and Society of the UCLM. She teaches “Interculturality and education”, “ASC, culture, environmental education” and “Education and Gender”. Research in Pedagogy and Social Education, in topics related to social exclusion-integration and educational practices in areas such as interculturality, feminism, culture and education.

References

Akosah-Twumasi, P., Emeto, T., Lindsay, D., Tsey, K. y Malau-Aduli, B. (2018). A systematic review of factors that influence youths career choices–the role of culture. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00058 DOI: https://doi.org/10.3389/feduc.2018.00058

Berryman, S. E. (1983). Who will do science? Trends and their causes in minority and female representation among holders of advanced degrees in science and mathematics. A special report.

Cabero Almenara, J. y Valencia Ortiz, R. (2021). STEM y género: un asunto no resuelto. Revista de Investigación y Evaluación Educativa, 8(1), 4-17. DOI: https://doi.org/10.47554/revie2021.8.86

Corbett, C. y Hill, C. (2015). Solving the equation: The variables for women's success in engineering and computing. American Association of University Women.

Doerschuk, P., Bahrim, C., Daniel, J., Kruger, J., Mann, J. y Martin, C. (2016). Closing the gaps and filling the STEM pipeline: A multidisciplinary approach. Journal of Science Education and Technology, 25, 682-695. https://doi.org/10.1007/s10956-016-9637-z DOI: https://doi.org/10.1007/s10956-016-9622-8

Ertl, B., Luttenberger, S. y Paechter, M. (2017). The impact of gender stereotypes on the self-concept of female students in STEM subjects with an under-representation of females. Frontiers in Psychology, 8(703). https://doi.org/10.3389/fpsyg.2017.00703 DOI: https://doi.org/10.3389/fpsyg.2017.00703

Fundación Española para la Ciencia y la Tecnología. (2022). Encuesta de percepción social de la ciencia y la tecnología en España 2020. FECYT. https://acortar.link/JFOp9C

Gayles, J. G. y Ampaw, F. D. (2011). Gender matters: An examination of differential effects of the college experience on degree attainment in STEM. New Directions for Institutional Research, 2011(152), 19-25. https://doi.org/10.1002/ir.405 DOI: https://doi.org/10.1002/ir.405

González-Pérez, T. (2022). Mujeres Talento y STEM. En Libro de Actas de las IX Jornadas Iberoamericanas de Innovación Educativa en el ámbito de las TIC y las TAC (InnoEducaTIC 2022) (pp. 223-230). Universidad de Las Palmas de Gran Canaria. http://hdl.handle.net/10553/119611

Kerr, B. A. y Multon, K. D. (2015). The development of gender identity, gender roles, and gender relations in gifted students. Journal of Counseling and Development, 93, 183-191. https://doi.org/10.1002/j.1556-6676.2015.00194.x DOI: https://doi.org/10.1002/j.1556-6676.2015.00194.x

Martin, C. O. (2020). Las actitudes hacia la ciencia en la Educación STEM en niños y niñas de 10 a 14 años. Diseño y validación de un instrumento de medida [Tesis doctoral]. Universidad Pontificia Comillas. https://repositorio.comillas.edu/xmlui/handle/11531/52849

Martínez León, I. M. y Marengo, P. (2021). La segregación laboral por género en España. Evolución 2008-2018 y tendencias actuales. ICE Revista de Economía, 921. https://doi.org/10.32796/ice.2021.921.7266 DOI: https://doi.org/10.32796/ice.2021.921.7266

Merayo, N. y Ayuso, A. (2023). Análisis de barreras, apoyos y brecha de género en la elección de estudios STEM en educación secundaria. International Journal of Technology and Design Education, 33(4), 1471-1498. https://doi.org/10.1007/s10798-022-09776-9 DOI: https://doi.org/10.1007/s10798-022-09776-9

Ministerio de Ciencia e Innovación y FECYT. (2022). Mujeres e Innovación 2022. https://acortar.link/RqVqMK

Ministerio de Ciencia e Innovación. (2023). Científicas en cifras 2023. https://acortar.link/0li7QG

Montgomery, C. y Fernández-Cárdenas, J. M. (2018). Teaching STEM education through dialogue and transformative learning: Global significance and local interactions in Mexico and the UK. Journal of Education for Teaching, 44(1), 2-13. https://doi.org/10.1080/02607476.2018.1422606 DOI: https://doi.org/10.1080/02607476.2018.1422606

Morales I. S. y Morales T. O. (2020). ¿Por qué hay pocas mujeres científicas? Una revisión de literatura sobre la brecha de género en carreras STEM. aDResearch ESIC, 22(22), 118-133. https://doi.org/10.7263/adresic-022-06 DOI: https://doi.org/10.7263/adresic-022-06

Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J. y Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479. https://doi.org/10.1073/pnas.1211286109 DOI: https://doi.org/10.1073/pnas.1211286109

Rodríguez-Esteban, A. y Padín, A. (2022). Diferencias según el género en los intereses académico-profesionales: ¿persisten los estereotipos? Revista Española de Orientación y Psicopedagogía, 33(1), 148-166. https://doi.org/10.5944/reop.vol.33.num.1.2022.33771 DOI: https://doi.org/10.5944/reop.vol.33.num.1.2022.33771

Roldán-García, E., Leyra-Fatou, B. y Contreras-Martínez, L. (2012). Segregación laboral y techo de cristal en trabajo social: análisis del caso español. Portularia, 12(2), 43-56. https://www.redalyc.org/articulo.oa?id=161024690004 DOI: https://doi.org/10.5218/prts.2012.0043

Rueda, S. et al. (2019). Estrategias para aumentar la diversidad de género en la Educación Superior CTIM. En Ó. Cánovas Reverte et al. (Eds.), Actas de las XXV Jornadas sobre la Enseñanza Universitaria de la Informática (pp. 111-118). Asociación de Enseñantes Universitarios de la Informática.

Shahzad, M. F. S. y Ahmed, M. (2018). Factores que influyen en las elecciones de carrera de los estudiantes: análisis multivariante. International Journal of Contemporary Applied Researches, 5(6), 1-16. https://ijcar.net/assets/pdf/Vol5-No6-June2018/01.pdf

Verdugo-Castro, S. (2022). La brecha de género en los estudios universitarios del sector STEM en el espacio español de educación [Tesis doctoral]. Universidad de Salamanca. https://gredos.usal.es/handle/10366/150723

Verdugo-Castro, S., Sánchez-Gómez, M. C. y García-Holgado, A. (2022). Opiniones y percepciones sobre los estudios superiores STEM: un estudio de caso exploratorio en España. Education in the Knowledge Society EKS, 23. https://doi.org/10.14201/eks.27529 DOI: https://doi.org/10.14201/eks.27529

Verdugo-Castro, S., Sánchez-Gómez, M. C., García-Holgado, A. y Bakieva, M. (2020). Pilot study on university students’ opinion about STEM studies at higher education. En F. J. García-Peñalvo (Ed.), Proceedings of the Eight International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2020) (pp. 158-165). ACM. https://doi.org/10.1145/3434780.3436616 DOI: https://doi.org/10.1145/3434780.3436616

Wulff, P., Hazari, Z., Petersen, S. y Neumann, K. (2018). Engaging young women in physics: An intervention to support young women’s physics identity development. Physical Review Physics Education Research, 14(2), 020113. https://doi.org/10.1103/PhysRevPhysEducRes.14.020113 DOI: https://doi.org/10.1103/PhysRevPhysEducRes.14.020113