| Name | Year of origin | Region | Country/s | Discipline(s) | Gender objectives | Target Audience | Evidence of Effectiveness | Impact | Details | ||||||
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Programa por la Igualdad de Genero de la Facultad de Ciencias Exactas y Naturales de la UBA
GenEx |
2016 | Latin American and Caribbean Group | Latin American and Caribbean Group:Argentina |
MathematicsMathematics , Science Science |
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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. , 3.2Prevent gender bias in the student admission and financial aid processes. , 3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks. , 3.4Prevent gender-based discrimination and sexual harassment at all levels, including Masters and Ph.D. , 3.5Promote gender equality in international mobility of students. , 3.6Promote day care/child care facilities for students, particularly at STEM higher education institutions. , 3.7Promote mentoring of higher education students. , 3.8Promote strategies that aim to develop female confidence and soft skills. , 3.9Provide training to undergraduates in outreach and avocation in promoting STEM education , 3.10Provide career information to graduate students , |
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.. , 4.8Ensure gender equality in S&E professional certifications, in particular in engineering. , 4.9Promote mentoring of STEM professionals. , 4.10Promote gender representation in the sector , 4.11Promote gender bias training to STEM professionals. , 4.12Promote initiatives that increase female STEM networks /role models at professional level. , 4.13Promote scholarships and awards at professional level. , 4.14Develop industry skillsets/career development (public speaking) , 4.15Promote female networks , |
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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. , |
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Academics, College female, Early Career | view | ||
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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) , |
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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 | ||
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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 |
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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. , |
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Academics, Graduates, Research institutions , UG | view | ||
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Protocolo de Acción Institucional para la prevención e intervención ante situaciones de violencia o discriminación de género u orientación sexual
PdAIVoDGOS |
2015 | Latin American and Caribbean Group | Latin American and Caribbean Group:Argentina |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
1.2Promote visibility of women with STEM Qualification/careers , 1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities , |
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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. , 3.2Prevent gender bias in the student admission and financial aid processes. , 3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks. , 3.4Prevent gender-based discrimination and sexual harassment at all levels, including Masters and Ph.D. , 3.5Promote gender equality in international mobility of students. , 3.6Promote day care/child care facilities for students, particularly at STEM higher education institutions. , 3.7Promote mentoring of higher education students. , 3.8Promote strategies that aim to develop female confidence and soft skills. , 3.9Provide training to undergraduates in outreach and avocation in promoting STEM education , 3.10Provide career information to graduate students , |
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.. , 4.8Ensure gender equality in S&E professional certifications, in particular in engineering. , 4.9Promote mentoring of STEM professionals. , 4.10Promote gender representation in the sector , 4.11Promote gender bias training to STEM professionals. , 4.12Promote initiatives that increase female STEM networks /role models at professional level. , 4.13Promote scholarships and awards at professional level. , 4.14Develop industry skillsets/career development (public speaking) , 4.15Promote female networks , |
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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. , |
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Academics, Governments, Graduates, Organisations, PhD students, Researchers, UG | view | ||
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Teaching Guides on Women and Minorities
TGoWM |
2013 | North American Group | North American Group:United States of America |
ScienceScience |
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2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material). , |
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Grade 9-12 | No | No | view |
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International Astronomical Youth Camp
IAYC |
1969 | Other | Germany, UK, Spain, Austria |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
1.2Promote visibility of women with STEM Qualification/careers , 1.5Promote strategies that engage females in a community to develop scientific literacy and knowledge of social scientific issues. , |
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. , 2.3Promote 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) , |
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All levels |
Yes https://astrophysicsgirl.files.wordpress.com/2018/11/cap2018_proceedings_iayc.pdf also see Nature Astronomy article (coming out in December) |
Yes See above |
view |
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International Science Engagement Camp
ISEC |
2018 | Other | Spain, Czechia |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
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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. , 2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments. , 2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking) , 2.10Promote networks of female students (high school) , |
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All levels | No | No | view |
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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) , |
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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 |
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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 , |
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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 , |
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Female students and teachers (male and female) |
Yes - |
Yes - |
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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) , |
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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 |
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STEM Women
STEM Women |
2019 | Australia and Oceania | Australia |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
1.2Promote visibility of women with STEM Qualification/careers , 1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities , |
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4.1.Ensure gender equality in access to job opportunities, recruitment criteria and processes. , 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. , 4.9Promote mentoring of STEM professionals. , 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 , |
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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. , |
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Academic/research groups, Academics, College female, Early Career, Exceptional female scientists, Female students and teachers (male and female), Females, Graduates, Junior Mathematician (PhD), Mentees (female), Mentors (male and female), Organisations, PhD students, policymakers, Professional Women, Professionals, Research institutions , Researchers, STEM Academic, STEM Teachers, Women, Women in STEM, Women Industry, Women STEM |
Yes STEM Women has published its successes and future development its first-year impact report at https://www.stemwomen.org.au/blog/stem-women-one-year-impacts-and-learnings |
Yes STEM Women has published its successes and future development its first-year impact report at https://www.stemwomen.org.au/blog/stem-women-one-year-impacts-and-learnings |
view |
| aKIDemic Life | 2018 | Global | Global:Worldwide |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
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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. , |
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Academics | view | ||
| Samsung STEM Girls | 2017 | Asia-Pacific Group | Asia-Pacific Group:China |
STEMScience, Technology, Engineering and Mathematics |
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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) , |
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Girls | view | ||
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Million Women Mentors
MWM |
2014 | North American Group | North American Group:United States of America, North American Group:Mexico, North American Group :Canada |
STEMScience, Technology, Engineering and Mathematics |
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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. , 2.6Promote mentoring of young girls by students in higher education or career STEM professionals. , |
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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. , |
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Mentees (female), Mentors (male and female) | view | ||
| Girls Choose Science TV Series | 2017 | Asia-Pacific Group | Asia-Pacific Group:Israel |
ScienceScience |
1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities , 1.5Promote strategies that engage females in a community to develop scientific literacy and knowledge of social scientific issues. , |
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Girls | view | ||
| Pyxie Dust Project | Western European Group | Western European Group:Croatia |
STEMScience, Technology, Engineering and Mathematics |
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2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material). , |
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Girls and young women | view | |||
| Mind the Gap | Western European Group | Western European Group:United Kingdom of Great Britain and Northern Ireland, Western European Group:Netherlands, Western European Group:Spain |
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. , |
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. , 2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking) , |
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Female students and teachers (male and female) | view | |||
| Go MINT | 2008 | Western European Group | Western European Group:Germany |
STEMScience, Technology, Engineering and Mathematics |
1.2Promote visibility of women with STEM Qualification/careers , |
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. , |
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. , |
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All levels, Women | view | ||
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Apoyo Sofía Kovalevskaia (Sofía Kovalevskaia Grant)
ASK |
2004 | Latin American and Caribbean Group | Latin American and Caribbean Group:Mexico |
MathematicsMathematics |
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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 , |
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Exceptional female scientists |
Yes To 2015, 35 women had been supported. |
Yes About 70% of the awardees have academic positions. |
view |
| Hertha Firnberg Programme | Western European Group | Western European Group:Austria |
ScienceScience |
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4.13Promote scholarships and awards at professional level. , |
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Professional Women | view |