Women who inspire: Female leadership in STEM in Spain

Authors

DOI:

https://doi.org/10.31637/epsir-2025-2012

Keywords:

Female leadership, Management, Female scientists, Women in Technology;, Women in STEM, Science, Technology, Spain

Abstract

Introduction: This article aims to analyze and explain the determining factors of female underrepresentation in the STEM field, as well as point out the barriers that prevent female leadership in this field. Methodology: 20 in-depth interviews have been carried out with Spanish scientists and technologists of different ages and profiles to reflect on the situation of women in the STEM field in Spain. Results: Compared to quantitative studies based on figures or surveys, this work addresses this issue by approaching the life and work experiences of scientists and technologists who are developing their work in our country, detailing the barriers found for consolidation and leadership of female scientific careers. Discussion: The presence of women in science and in areas of responsibility is beneficial for society and the scientific community because it provides innovation and richness of points of view, as well as new leadership paradigms. Conclusions: The contribution of women scientists and the need to enhance female leadership is valued to achieve a future with greater social well-being, inclusion and equality.

Downloads

Download data is not yet available.

Author Biographies

Carlota Coronado Ruiz, Complutense University of Madrid

Lecturer at the Complutense University of Madrid. Her lines of research have focused on the study of social representations - of gender, identities, history and historical memory - from an interdisciplinary point of view, and centred on the audiovisual media (cinema, photography and television). She is the author of the book La imagen de la mujer italiana en los noticiarios Luce (1928-1943), Madrid, 2009; and co-author of the book La mirada televisiva. Ficción y representación histórica en España, Madrid, 2009.

Carmen María Navarro López, Complutense University of Madrid

PhD student and pre-doctoral researcher in the Investigo Programme at the Complutense University of Madrid. Her thesis project is entitled Estudio de la situación laboral de las periodistas españolas de TVE y feminización de la profesión en la actualidad. She is a member of the UCM Research Group ‘Memory and Media’. She has done a pre-doctoral stay at the National University of Costa Rica.

References

Altamirano, Z. y Gómez-Díaz, E. (2023). Igualdad de género en ciencia, tecnología e innovación en España. En C. Santa, M. Serrano y S. Briones (Eds.), Voces científicas en femenino La mujer y la niña en la ciencia española, europea y global (pp. 8-9). Equipo Europa.

Álvarez-Lires, F. J., Arias-Correa, A., Serrallé Marzoa, J. y Varela Losada, M. (2014). Elección de estudios de ingeniería: Influencia de la educación científica y de los estereotipos de género en la autoestima de las alumnas. Revista de Investigación en Educación, 12(1), 54-72. https://revistas.uvigo.es/index.php/reined/article/view/1988

Arredondo Trapero, F. G., Vázquez Parra, J. C. y Velázquez Sánchez, L. M. (2019). STEM y brecha de género en Latinoamérica. Revista de El Colegio de San Luis, 9(18), 137-158. DOI: https://doi.org/10.21696/rcsl9182019947

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. Rockefeller Foundation.

Botella, C., López-Iñesta, E., Rueda, S., Forte, A., De Ves, E., Benavent García, X. y Marzal, P. (2020). Iniciativas contra la brecha de género en STEM. Una guía de buenas prácticas. Actas de las Jenui, 5, 349-352. http://hdl.handle.net/10045/125239

Carrasco, L. y Sánchez, M. (2016). Factores que favorecen la elección de las matemáticas como profesión entre mujeres estudiantes de la Universidad Veracruzana. Perfiles Educativos, 38(151), 123-138. https://doi.org/10.22201/iisue.24486167e.2016.151.54919 DOI: https://doi.org/10.22201/iisue.24486167e.2016.151.54919

Castaño Collado, C. y Webster, J. (2011). Understanding women’s presence in ICT: The life course perspective. International Journal of Gender, Science and Technology, 3(2), 364-386. https://genderandset.open.ac.uk/index.php/genderandset/article/view/168

Catalyst (2007). The double-bind dilemma for women in leadership: Damned if you do, doomed if you don't. Catalyst. https://bit.ly/4cOhcRS

Coffman, K., Collis. M. y Kulkarni, L. (2021). Stereotypes and Belief Updating. Harvard Business School.

Curtan, J. M., Blake, G. y Cassaynan, C. (1997). The climate for women graduate students in physics. Journal of Women and Minorities in Science and Engineering, 3, 95-117. https://doi.org/10.1615/JWomenMinorScienEng.v3.i1-2.70 DOI: https://doi.org/10.1615/JWomenMinorScienEng.v3.i1-2.70

Díaz Sola, C. (2018, 6 de noviembre). ¿Dónde están las mujeres en los libros de texto? Amecopress.net. https://bit.ly/3VYqcgq

Diekman, A. B., Brown, E. R., Johnston, A. M. y Clark, E. K. (2010). Seeking congruity between goals and roles: a new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21, 1051-1057. https://doi.org/10.1177/0956797610377342 DOI: https://doi.org/10.1177/0956797610377342

Douglas, J. (2018). The Effects of Secure and Cultural Attachment on the Career Advancement of Women in STEM. North Carolina Agricultural and Technical State University, ProQuest Dissertations Publishing.

Eagly, A. H. y Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological review, 109(3), 573-598. DOI: https://doi.org/10.1037//0033-295X.109.3.573

https://doi.org/10.1037/0033-295X.109.3.573 DOI: https://doi.org/10.1037/0033-295X.109.3.573

Eagly, A. y Johnson, B. (1990). Gender and leadership style: A meta-analysis. Psychological Bulletin, 108(2), 233-256. https://doi.org/10.1037/0033-2909.108.2.233 DOI: https://doi.org/10.1037//0033-2909.108.2.233

Eccles, J. S. (2015). Gendered socialization of STEM interests in the family. International Journal of Gender, Science and Technology, 7(2), 116-132. https://genderandset.open.ac.uk/index.php/genderandset/article/view/419

Enrione, A., Bosch, M., Riumalló, M. y Berner, C. (2021). Política de Diversidad en los Directorios del Sistema de las Empresas Públicas (SEP). ESE Business School, Centro Gobierno Corporativo y Sociedad, Centro Trabajo y Familia.

Estadística de Estudiantes Universitarios del Sistema Integrado de Información Universitaria https://www.universidades.gob.es/estadistica-de-estudiantes/

Fanjul, S. C. (2018, 7 de agosto). ¿Por qué ellas no eligen carreras técnicas? El País. https://elpais.com/economia/2018/07/25/actualidad/1532514376_084338.html

Gallagher, A., Levin, J. y Cahalan, C. (2002). Cognitive Patterns of Gender Differences on Mathematics Admissions Tests. Educational Testing Service. https://doi.org/10.1002/j.2333-8504.2002.tb01886.x DOI: https://doi.org/10.1002/j.2333-8504.2002.tb01886.x

Geary, D. C., Saults, S. J., Liu, F. y Hoard, M. K. (2000). Sex differences in spatial cognition, computational fluency, and arithmetical reasoning. Journal of Experimental child psychology, 77(4), 337-353. https://doi.org/10.1006/jecp.2000.2594 DOI: https://doi.org/10.1006/jecp.2000.2594

Fletcher, J. (2004). The paradox of postheroic leadership: An essay on gender, power, and transformational change. The Leadership Quarterly, 15(5), 647-661. https://doi.org/10.1016/j.leaqua.2004.07.004 DOI: https://doi.org/10.1016/j.leaqua.2004.07.004

Hernández Herrera, C. A. y Hernández Herrera, M. C. (2023). Análisis de percepciones en cargos STEM ocupados por mujeres. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 13(26). https://doi.org/10.23913/ride.v13i26.1486 DOI: https://doi.org/10.23913/ride.v13i26.1486

Hernández Sampieri, R., Fernández Collado, C. y Baptista Lucio, M. P. (2014). Metodología de la investigación. McGraw Hill.

Kantar Public (2021). Gender diversity index of women on boards and in corporate leadership. European Women on Boards. https://bit.ly/3LhFGHm

Kim, A. Y., Sinatra, G. M., y Seyranian, V. (2018). Developing a STEM Identity Among Young Women: A Social Identity Perspective. Review of Educational Research, 88(4), 589-625. https://doi.org/10.3102/0034654318779957 DOI: https://doi.org/10.3102/0034654318779957

KPMG International (2022). Mind the gap. https://assets.kpmg.com/content/dam/kpmg/xx/pdf/2022/12/mind-the-gap.pdf

Lombardi, M. R. (2006). Engenheira & gerente: desafios enfrentados por mulheres em posições de comando na área tecnológica. Revista Tecnologia e Sociedade, Curitiba, 3. https://doi.org/10.3895/rts.v2n3.2485 DOI: https://doi.org/10.3895/rts.v2n3.2485

Lubinski, D., Webb, R. M., Morelock, M. J. y Benbow, C. P. (2001). Top 1 in 10,000: A 10-year follow-up of the profoundly gifted. Journal of Applied Psychology, 86, 718-729. https://doi.org/10.1037/0021-9010.86.4.718 DOI: https://doi.org/10.1037//0021-9010.86.4.718

National Academy of Sciences (2007). Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering. The National Academies Press.

O'Dea, L. (2019). Women who choose Work-life balance contribute to the Glass Ceiling (Tesis Doctoral) National College of Ireland, Dublin.

Oon, P. T., Cheng, M. M. W. y Wong, A. S. L. (2020). Gender differences in attitude towards science: methodology for prioritising contributing factors. International Journal of Science Education, 42(1), 89-112. https://doi.org/10.1080/09500693.2019.1701217 DOI: https://doi.org/10.1080/09500693.2019.1701217

Ramírez, W., Jurado, C. y Londoño, J. O. (2002). Factores asociados a la elección de carrera y universidad. Uni-pluriversidad, 2(2), 23-30.

Rubio, I. (2019, 10 de febrero). La falta de confianza de las niñas arruina sus vocaciones científicas. El País. https://elpais.com/elpais/2019/02/10/ciencia/1549790650_356604.html

Tarín Quirós. C., Guerra Morales, E., Rivera Pastor, R., Fraile Carmona, A., Sáinz Ibáñez, M. y Madinaveitia Herrera, U. (2018). Women in the Digital Age. European Commission, Directorate-General of Communications Networks, Content & Technology.

Stem Women (2021, 21 de mayo). Women in STEM USA Statistics Women and Girls in STEM Education. Stem Women.

https://www.stemwomen.com/women-in-stem-usa-statistics

Suter, C. (2006). Trends in Gender Segregation by Field of Work in Higher Education. En OECD (Ed.), Women in Scientific Careers: Unleashing the potential (pp. 95-104). OECD Publishing.

Tellhed, U., Bäckström, M. y Björklund, F. (2017). Will I fit in and do well? The importance of social belongingness and self-efficacy for explaining gender differences in interest in STEM and HEED majors. Sex Roles, 77(1), 86-96.

https://doi.org/10.1007/s11199-016-0694-y DOI: https://doi.org/10.1007/s11199-016-0694-y

Thébaud, S. y Charles, M. (2018). Segregation, stereotypes, and STEM. Social Sciences, 7(7), 111. https://doi.org/10.3390/socsci7070111 DOI: https://doi.org/10.3390/socsci7070111

UNESCO (2019). Educación en STEM con perspectiva de género: empoderar a las niñas y las mujeres para los trabajos de hoy y de mañana.

UNESCO (2020). STEM education for girls and women: breaking barriers and exploring gender inequality in Asia. https://unesdoc.unesco.org/ark:/48223/pf0000375106

Unidad de Mujeres y Ciencia del Ministerio de Ciencia e Innovación y Fundación Española para la Ciencia y la Tecnología (FECYT) (2023). Científicas en Cifras 2023. Secretaría General Técnica del Ministerio de Ciencia e Innovación.

Vázquez-Cupeiro, S. (2013). Socialization agents and the gendered choice of educational paths: perpetuation or fragility of gender stereotypes? En F. Sagebiel (Ed.), Motivation. Gender, image and choice of science and engineering (pp. 29-44). Budrich UniPress Ltd. DOI: https://doi.org/10.2307/j.ctvddzzcc.4

Watson, W. E., Kumar, K. y Michaelsen, L. K. (1993). Cultural diversity's impact on interaction process and performance: Comparing homogeneous and diverse task groups. Academy of management journal, 36(3), 590-602. DOI: https://doi.org/10.2307/256593

Zuckerman, H., y Cole, J. R. (1975). Women in American science. Minerva, 13(1), 82-102. DOI: https://doi.org/10.1007/BF01096243

Published

2025-03-26

How to Cite

Coronado Ruiz, C., & Navarro López, C. M. (2025). Women who inspire: Female leadership in STEM in Spain. European Public & Social Innovation Review, 10, 1–23. https://doi.org/10.31637/epsir-2025-2012

Issue

Section

Humanism and Social Sciences

Funding data