Women and Girls in Science, Technology, Engineering, and Math (STEM)

2011 ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 159-174
Author(s):  
Rana Dajani ◽  
Sonali Dhawan ◽  
Sara M. Awad

There has been much scholarly research, especially in the West, exploring the underrepresentation of women and girls in Science, Technology, Engineering, and Mathematics (stem) fields. Unfortunately, there is a paucity of research on women in the Middle East, and the elements that drive them to enroll in stem are shrouded by the stereotypical image of the “oppressed Arab women.” Despite the dearth of studies, the available literature has demonstrated that the percentage of women pursuing an education in stem fields is higher in the Middle East in comparison to the West. According to 2015 data from unesco, regional averages for the share of female researchers are 39.8 percent for Arab states and 32.3 percent for North America and Western Europe. In this paper, we ask: what is the Middle East doing differently? How has the region, or at least parts of it, successfully nurtured women in stem? What factors have aided women from the region to study stem subjects? Our modest hope is that gaining a better understanding of this phenomenon will start the larger conversation of intellectual exchange between East and West in a way that has yet to be seen by the world of academia, and that will have a positive impact on females around the globe.


2018 ◽  
Vol 42 (4) ◽  
pp. 668-671 ◽  
Author(s):  
Pâmela B. Mello-Carpes ◽  
Ana Lloret

February 11th is the International Day of Women and Girls in Science. To mark this day, research centers and universities were invited by the Spanish Neuroscience Association to organize a symposium. Twenty-five centers in Spain participated in the event, with the intent of giving visibility to the existing problem of the scarcity of women compared with men in (neuro)science in positions of responsibility and command. Fourteen neuroscientists, all staff members of the University of Valencia, arranged the meeting. The morning included lectures by women neuroscientists in different phases of their career: a PhD student, a junior and a senior postdoctoral investigator, and a well-established investigator. In the evening, a roundtable composed of expert women philosophists, STEM (Science, Technology, Engineering, and Mathematics) scientists, and social experts discussed why the gap exists. At the end of the meeting, the exhibition entitled, “Women in Science” commenced: pictures and a brief biography of women who made significant contributions to science were presented. More than 200 people attended the meeting, including the general public, scientists, and secondary school and university students.


Author(s):  
Vong Linda

February 11, 2021 marked the sixth annual International Day of Women and Girls in Science – a day commemorating the global effort to increase the advancement and engagement of women and girls in science and technology fields. Women play critical roles in STEM (science, technology, engineering, math) fields, however gender equity is yet to reach parity, with women accounting for only one third of researchers worldwide


2020 ◽  
Vol 42 (3) ◽  
pp. 25-26

AbstractDuring the International Day of Women and Girls in Science on February 11, the Fondation L’Oréal and UNESCO revealed the laureates of the 22nd international awards for women in science.


2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.


2021 ◽  
Vol 43 (2) ◽  
pp. 27-29

Abstract On time to celebrate International Day of Women and Girls in Science on February 11, IUPAC announced the awardees of the IUPAC 2021 Distinguished Women in Chemistry or Chemical Engineering:


2019 ◽  
Vol 41 (2) ◽  
pp. 28-28

Abstract To celebrate International Day of Women and Girls in Science this February 11, IUPAC announced the awardees of the IUPAC 2019 Distinguished Women in Chemistry or Chemical Engineering:


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