Name | Year of origin | Region Sort ascending | Country/s | Discipline(s) | Gender objectives | Target Audience | Evidence of Effectiveness | Impact | Details | ||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
goMATH – Women in Mathematics | Western European Group | Western European Group:Switzerland |
MathematicsMathematics |
|
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. , |
|
|
|
|
|
School Children | view | |||
Women in Tech DK | Western European Group | Western European Group:Denmark |
TechnologyTechnology |
|
|
|
4.9Promote mentoring of STEM professionals. , |
|
|
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. , |
Professional Women | view | |||
Women in STEM2D
WiSTEM2D |
Western European Group | Western European Group:Ireland |
STEMMDSTEMMD |
|
|
3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks. , |
|
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. , |
|
|
Undergraduate Females |
Yes Planned Impact Measurement |
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 | |||
Hertha Firnberg Programme | Western European Group | Western European Group:Austria |
ScienceScience |
|
|
|
4.13Promote scholarships and awards at professional level. , |
|
|
|
Professional Women | view | |||
Women in Science
WiS |
Western European Group | Western European Group:Sweden |
ScienceScience |
|
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. , |
|
4.12Promote initiatives that increase female STEM networks /role models at professional level. , |
|
|
7.5Promote networks of women entrepreneurs and women’s participation in entrepreneurship networks. , |
Girls, Women | view | |||
Tech Sisters | 2013 | Western European Group | Western European Group:Estonia |
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. , 2.6Promote mentoring of young girls by students in higher education or career STEM professionals. , |
|
|
|
|
|
Girls, Women | view | ||
Girl Project Ada | Western European Group | Western European Group:Norway |
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. , 2.10Promote networks of female students (high school) , |
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. , |
|
|
|
|
Girls | view | |||
Pyxie Dust Project | Western European Group | Western European Group:Croatia |
STEMScience, Technology, Engineering and Mathematics |
|
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material). , |
|
|
|
|
|
Girls and young women | view | |||
Make World | Western European Group | Western European Group:Spain |
TechnologyTechnology |
|
2.2Mainstream the gender perspective in educational content (teacher training, curricula, pedagogical methods, and teaching material). , |
|
|
|
|
|
STEM Teachers |
Yes Planned Impact Measurement |
view | ||
The 1000 Girls, 1000 Futures | Western European Group | Western European Group:Portugal |
STEMScience, Technology, Engineering and Mathematics |
|
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) , |
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. , |
|
|
|
|
High school girls | view | |||
Stella | Western European Group | Western European Group:Macedonia |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
|
2.6Promote mentoring of young girls by students in higher education or career STEM professionals. , |
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. , |
|
|
|
|
High school girls | view | |||
Project Juno | Western European Group | Western European Group:United Kingdom of Great Britain and Northern Ireland, Western European Group:Ireland |
Science & PhysicsScience & Physics |
|
|
|
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. , 4.6Promote 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.. , 4.9Promote mentoring of STEM professionals. , 4.10Promote gender representation in the sector , 4.11Promote gender bias training to STEM professionals. , 4.1Ensure gender equality in access to job opportunities, recruitment criteria and processes. , |
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. , |
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. , |
|
Organisations |
Yes Report available on website |
Yes http://www.iop.org/policy/diversity/initiatives/juno/juno-evaluation/page_62012.html |
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 | |
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 |
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) , |
|
|
|
|
|
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 |
International Science Engagement Camp
ISEC |
2018 | Other | Spain, Czechia |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
|
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) , |
|
|
|
|
|
All levels | No | No | view |
L'ORÉAL-UNESCO FOR WOMEN IN SCIENCE | 1998 | Oceania Group | Oceania Group:Australia, Oceania Group:New Zealand |
STEMMSTEMM |
|
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. , |
3.7Promote mentoring of higher education students. , |
4.13Promote scholarships and awards at professional level. , |
|
|
|
Exceptional female scientists, PhD students, Young girls (9 to 12) | view | ||
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 |
|
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. , |
|
|
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. , |
|
|
Mentees (female), Mentors (male and female) | view | ||
Flying Cloud Institute | North American Group | North American Group:United States of America |
STEMScience, Technology, Engineering and Mathematics |
|
|
|
|
|
|
|
view |