Committee
for Women
in Mathematics

CWM

Gender gap in science Database

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Name Year of origin Region Country/s Discipline(s) Gender objectives Target Audience Evidence of Effectiveness Impact Details
#GirlsSTEM Eastern European Group Eastern European Group:Ukraine
STEMScience, Technology, Engineering and Mathematics
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
High school girls view
#STEMPower Our Girls Asia-Pacific Group Asia-Pacific Group:Philippines
STEMScience, Technology, Engineering and Mathematics
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
Middle school girls view
ACM-W Research Conferences Scholarships

ACM-W 		_other_ Professional Body
Science & TechnologyScience & Technology
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
Graduates, UG view
aKIDemic Life  2018 Global Global:Worldwide
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.1Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
Academics view
Apoyo Sofía Kovalevskaia (Sofía Kovalevskaia Grant)

ASK 		2004 Latin American and Caribbean Group Latin American and Caribbean Group:Mexico
MathematicsMathematics
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.5Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
,
4.10Promote gender representation in the sector
,
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
4.13Promote scholarships and awards at professional level.
,
4.15Promote female networks
,
Exceptional female scientists Yes
To 2015, 35 women had been supported. 		Yes
About 70% of the awardees have academic positions. 		view
AWM Mentor Network  _other_ Professional Body
MathematicsMathematics
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
3.7Promote mentoring of higher education students.
,
4.9Promote mentoring of STEM professionals.
,
All levels view
Belgian Women in Science

BeWiSe 		Western European Group Western European Group:Belgium
ScienceScience
4.6Promote gender balance in leadership positions in S&E occupations (including decision making and research).
,
4.9Promote mentoring of STEM professionals.
,
4.1Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
6.1Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.): • education policy • higher education policy • STI policy • economic policy • workforce policy • SDGs / international policies.
,
Professional Women view
Bulgarian Centre of Women in Technology

BCWT 		Eastern European Group Eastern European Group:Bulgaria
TechnologyTechnology
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
6.2Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation: • education policy • higher education policy • STI policy • economic policy • workforce policy •SDGs / international policies.
,
Professional Women view
CAGIS North American Group North American Group:Canada
STEMScience, Technology, Engineering and Mathematics
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
2.10Promote networks of female students (high school)
,
girls view
Campamento MateA: Matemáticas para alumnas y profesores de Enseñanza Media. (MateA Math Camp for female high school students and high school teachers)

MateA 		2017 Latin American and Caribbean Group Latin American and Caribbean Group:Chile
STEMScience, Technology, Engineering and Mathematics
1.2Promote visibility of women with STEM Qualification/careers
,
1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities
,
1.4Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
,
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
2.10Promote networks of female students (high school)
,
Female students and teachers (male and female) Yes
Final survey's opinions are positive towards change of perception "of being alone". Some of the participants pursue on STEM careers. 		Yes
MateA is a relatively small activity: 45 female high school students, 20 high school teachers (male and female), but it impacts to their whole community. Follow-up activities: We have been invited to perform math related activities to their schools. 		view
Career Development for Women in Physics _other_ Professional Body
Science & PhysicsScience & Physics
4.14Develop industry skillsets/career development (public speaking)
,
Professionals view
Chicas en Tecnologia

CET 		2015 Latin American and Caribbean Group Latin American and Caribbean Group:Argentina
TechnologyTechnology
1.1Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
,
1.2Promote visibility of women with STEM Qualification/careers
,
1.4Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
,
2.4Promote gender balance among STEM teachers.
,
2.5Promote gender equality in STEM school-to-work transitions.
,
2.6Promote mentoring of young girls by students in higher education or career STEM professionals.
,
2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
,
2.8Promote equal access to subject in single sex schools.
,
2.9Provide work shadowing opportunities in second level
,
2.10Promote networks of female students (high school)
,
7.3Ensure visibility of women entrepreneurs as role models.
,
7.4Ensure women’s access to mentorship and participation in the design and implementation of gender-sensitive training in entrepreneurship, innovation management, and Intellectual Property Rights.
,
7.5Promote networks of women entrepreneurs and women’s participation in entrepreneurship networks.
,
7.6Promote gendered innovation approaches.
,
Girls and young women, Governments, High school girls view
Code to Inspire  2015 Asia-Pacific Group Asia-Pacific Group:Afghanistan
TechnologyTechnology
7.5Promote networks of women entrepreneurs and women’s participation in entrepreneurship networks.
,
7.8Promote gender equality in the access and use of enabling technology, in particular information and communication technology.
,
Girls Yes
Testimonials 		Yes
statistics on website 		view
Czechitas 2014 Eastern European Group Eastern European Group:Czech Republic
TechnologyTechnology
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
,
Girls, Women view
Direccion de Genero y Diversidad Sexual, Universidad Nacional de San Martin

DGYDS 		2018 Latin American and Caribbean Group Latin American and Caribbean Group:Argentina
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
4.1.Ensure gender equality in access to job opportunities, recruitment criteria and processes.
,
4.2Promote equal work conditions through, among others: • gender equality in remuneration • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork • sexual harassment prevention policies and procedures.
,
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.4Promote work–life balance through, among others: • infrastructure for child care • flexible working hours • reduction and redistribution of unpaid care and domestic care • family leave for both parents • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
,
4.5Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
,
4.6Promote gender balance in leadership positions in S&E occupations (including decision making and research).
,
4.7Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
,
4.10Promote gender representation in the sector
,
4.11Promote gender bias training to STEM professionals.
,
5.1Establish specific gender-oriented R&D programmes, including research on gender in STEM and on the gender dimension of an organisations/ country’s research agenda and portfolio.
,
5.2Incorporate gender dimensions into the evaluation of R&D projects.
,
5.3Promote gender-sensitive analysis in research hypotheses and consideration of sex of research subjects.
,
5.4Promote gender responsive and gender-sensitive research dissemination and science communication, including through science centres and museums, science journalism, specific conferences, workshops, and publications.
,
6.1Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.): • education policy • higher education policy • STI policy • economic policy • workforce policy • SDGs / international policies.
,
6.2Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation: • education policy • higher education policy • STI policy • economic policy • workforce policy •SDGs / international policies.
,
Academics, Graduates, Research institutions , UG view
Distinguished women in Chemistry _other_ Professional Body
Science & EngineeringScience & Engineering
4.13Promote scholarships and awards at professional level.
,
Professional Women view
ECU Scotland's Attracting Diversity Western European Group Western European Group:Scotland
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
UG Entrants Yes
Case Studies 		Yes
https://www.ecu.ac.uk/guidance-resources/student-recruitment-retention-attainment/student-recruitment/attracting-and-increasing-student-diversity/ 		view
ENEL Western European Group Western European Group:Italy
STEMScience, Technology, Engineering and Mathematics
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
High school girls view
Filles et maths: une équation lumineuse (Girls and maths: an enlightning equation)

F&MEL 		2009 Western European Group Western European Group:France
MathematicsMathematics
,
STEMScience, Technology, Engineering and Mathematics
1.1Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
,
1.2Promote visibility of women with STEM Qualification/careers
,
1.4Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
,
2.1Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
,
2.10Promote networks of female students (high school)
,
High school girls Yes
All activities seek feedback from participants, and we know it works for girls who were exposed and that we met years later in some instance (it changed their life!)s 		No view
FIT WIEN-NIEDERÖSTERREICH-BURGENLAND

FIT W-NÖ-BGLD 		2000 Europe Austria
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology
1.1Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
,
1.2Promote visibility of women with STEM Qualification/careers
,
3.1Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
,
3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks.
,
4.3Ensure gender equality in access to opportunities in the workplace: • training and conferences • research teams, networks (national and international), expert panels and advisory groups • publications and patent applications, including preventing bias in review • financial and non-financial incentives • recognition, rewards and awards.
,
4.12Promote initiatives that increase female STEM networks /role models at professional level.
,
4.15Promote female networks
,
Female students and teachers (male and female) Yes
- 		Yes
- 		view

Information on STI Gender Objectives / Subfields


1: Change perceptions, attitudes, behaviours, social norms and stereotypes towards women in STEM in society

1.1 Promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes. Broaden to include raise awareness of equal opportunities.
1.2 Promote visibility of women with STEM Qualification/careers
1.3 Mainstream gender perspectives in science communication and informal and non-formal STEM education activities
1.4 Promote strategies that engage of families/communities in STEM careers promotion to girls might be contrary to cultural expectations and norms.
1.5 Promote strategies that engage females in a community to develop scientific literacy and knowledge of social scientific issues.

2: Engage girls & young women in STEM primary & secondary education, as well as in technical & vocational education and training

2.1 Promote S&E vocations to underrepresented (girls and young women), including by stimulating interest, fostering in-depth knowledge about S&E career issues, and presenting role models.
2.2. Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material).
2.3. Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments.
2.4. Promote gender balance among STEM teachers.
2.5 Promote gender equality in STEM school-to-work transitions.
2.6 Promote mentoring of young girls by students in higher education or career STEM professionals.
2.7 Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking)
2.8 Promote equal access to subject in single sex schools.
2.9 Provide work shadowing opportunities in second level
2.10 Promote networks of female students (high school)

3: Promote access to and retention of women in STEM higher education at all levels

3.1 Promote access of and attract women to STEM higher education through recruitment initiatives (information) (including Masters and Ph.D.), including through specific scholarships and awards.
3.2 Prevent gender bias in the student admission and financial aid processes.
3.3 Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks.
3.4 Prevent gender-based discrimination and sexual harassment at all levels, including Masters and Ph.D.
3.5 Promote gender equality in international mobility of students.
3.6 Promote day care/child care facilities for students, particularly at STEM higher education institutions.
3.7 Promote mentoring of higher education students.
3.8 Promote strategies that aim to develop female confidence and soft skills.
3.9 Provide training to undergraduates in outreach and avocation in promoting STEM education
3.10 Provide career information to graduate students

4: Promote gender equality in career progression

4.1. Ensure gender equality in access to job opportunities, recruitment criteria and processes.
4.2. Promote equal work conditions through, among others:
  • gender equality in remuneration
  • preventing gender bias in performance evaluation criteria (including productivity measurement) • adequate safety and security of fieldwork
  • sexual harassment prevention policies and procedures.
4.3. Ensure gender equality in access to opportunities in the workplace:
  • training and conferences
  • research teams, networks (national and international), expert panels and advisory groups
  • publications and patent applications, including preventing bias in review
  • financial and non-financial incentives
  • recognition, rewards and awards.
4.4 Promote work–life balance through, among others:
  • infrastructure for child care
  • flexible working hours
  • reduction and redistribution of unpaid care and domestic care
  • family leave for both parents
  • appropriate re-entry mechanisms to the S&E workforce after career break or family leave.
4.5 Promote gender equality in international mobility of post-docs and researchers, and facilitate women’s return.
4.6 Promote gender balance in leadership positions in S&E occupations (including decision making and research).
4.7 Promote transformations of STI institutions and organizations (structure, governance, policies, norms and values) aimed at achieving gender equality.(This should include short term contracts, can deter females from staying in positions due to the lack of benefits maternity leave etc..
4.8 Ensure gender equality in S&E professional certifications, in particular in engineering.
4.9 Promote mentoring of STEM professionals.
4.10 Promote gender representation in the sector
4.11 Promote gender bias training to STEM professionals.
4.12 Promote initiatives that increase female STEM networks /role models at professional level.
4.13 Promote scholarships and awards at professional level.
4.14 Develop industry skillsets/career development (public speaking)
4.15 Promote female networks

5: Promote the gender dimension in research content, practice and agendas

5.1. Establish specific gender-oriented R&D programmes, including research on gender in STEM and on the gender dimension of an organisations/ country’s research agenda and portfolio.
5.2. Incorporate gender dimensions into the evaluation of R&D projects.
5.3. Promote gender-sensitive analysis in research hypotheses and consideration of sex of research subjects.
5.4. Promote gender responsive and gender-sensitive research dissemination and science communication, including through science centres and museums, science journalism, specific conferences, workshops, and publications.

6: Promote gender equality in STEM-related policy-making

6. Promote gender equality in STEM-related policy-making
6.1. Ensure gender balance in STEM-related policy design (decision makers, consultative committees, expert groups, etc.):
  • education policy
  • higher education policy
  • STI policy
  • economic policy
  • workforce policy
  • SDGs / international policies.
6.2. Ensure gender mainstreaming and prioritization of gender equality in STEM- related policy design, monitoring and evaluation:
  • education policy
  • higher education policy
  • STI policy
  • economic policy
  • workforce policy
  •SDGs / international policies.

7: Promote gender equality in science and technology-based entrepreneurship and innovation

7.1. Promote gender equality in access to seed capital, angel investors, venture capital, and similar start-up financing.
7.2. Ensure equal access to public support for innovation for women-owned firms.
7.3. Ensure visibility of women entrepreneurs as role models.
7.4. Ensure women’s access to mentorship and participation in the design and implementation of gender-sensitive training in entrepreneurship, innovation management, and Intellectual Property Rights.
7.5. Promote networks of women entrepreneurs and women’s participation in entrepreneurship networks.
7.6. Promote gendered innovation approaches.
7.7. Promote external incentives and recognition for women-led innovation and acceptance of women innovators in society.
7.8. Promote gender equality in the access and use of enabling technology, in particular information and communication technology.
7.9. Promote a gender balanced workforce and equal opportunities in start-up companies.