Name | Year of origin | Region | Country/s | Discipline(s) | Gender objectives | Target Audience | Evidence of Effectiveness | Impact Sort descending | Details | ||||||
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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 | ||
STEM Women Asia
STEM Women Asia |
2021 | Asia | Armenia, Bangladesh, China, Georgia, Hong Kong, SAR, China, India, Indonesia, Iran, Israel, Japan, Kazakhstan, Korea/Republic of, Kyrgyzstan, Malaysia, Mongolia, Pakistan, Philippines, Singapore, Thailand, Uzbekistan, Vietnam, New Zealand |
All subjectsMathematics, STEAM, STEM, Science, Science (Physics), Science & engineering, Science & technology, Technology |
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4.10Promote gender representation in the sector , 4.15Promote female networks , |
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Academic/research groups, Academics, Early Career, Exceptional female scientists, Female students and teachers (male and female), Females, Graduates, Junior Mathematician (PhD), Mentees (female), Mentors (male and female), Organisations, Professional Women, Research institutions , Researchers, STEM Academic, STEM Teachers, Women, Women in STEM, Women Industry, Women STEM | view | ||
STEM Education for African women
WAAW |
2007 | _other_ | 11 African countries |
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. , 2.3Promote gender-sensitive pedagogical approaches to STEM teaching, including encouraging hands-on training and experiments. , |
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. , 3.9Provide training to undergraduates in outreach and avocation in promoting STEM education , |
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Secondary girls, college female | Yes | No | view |
Red Mexicana de Ciencia, Tecnologia y Genero
Red Mexciteg |
2014 | Latin American and Caribbean Group | Latin American and Caribbean Group:Mexico |
ScienceScience |
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 , 1.3Mainstream 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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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 , |
4.2Promote 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. , 4.7Promote 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.. , 4.11Promote gender bias training to STEM professionals. , 4.12Promote initiatives that increase female STEM networks /role models at professional level. , 4.15Promote female networks , |
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. , |
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, Early Career, Female students and teachers (male and female), Governments, Graduates, Organisations, policymakers | No | No | view |
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 |
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 |
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 |
WiSci Girls STEAM Camp | African Group | African Group:Ethiopia, African Group:Kenya, African Group:Namibia, African Group:eSwantini, |
STEAMScience, Technology, Engineering, Arts 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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Girls |
Yes testimonials |
Yes statistics on females studying STEM in college |
view | |
Code to Inspire | 2015 | Asia-Pacific Group | Asia-Pacific Group:Afghanistan |
TechnologyTechnology |
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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 |
Gender Equality Admissions Program
PEG |
Latin American and Caribbean Group | Latin American and Caribbean Group:Chile |
Science & EngineeringScience & Engineering |
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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. , |
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UG Entrants | Yes |
Yes https://dl.acm.org/citation.cfm?id=3195576 |
view | |
Girlstart | North American Group | North American Group:United States of America |
STEMScience, Technology, Engineering and Mathematics |
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. , 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. , |
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Yes Report available on website |
Yes https://girlstart.org/annual-report-2018/ |
view | ||
Measurement and Policies for Gender Equality in STI
SAGA |
_other_ | Professional Body |
STEMScience, Technology, Engineering and Mathematics |
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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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Governments, policymakers |
Yes Key Achievements Stated |
Yes Policy Impacts Stated |
view | |
GenderinSITE
SITE |
_other_ | Professional Body |
STEMScience, Technology, Engineering and Mathematics |
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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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Men, policymakers, Women |
Yes Policy Briefs Available |
Yes Reports available |
view | |
For Women in Science | 2005 | Western European Group | Western European Group:United Kingdom of Great Britain and Northern Ireland, Western European Group:Ireland |
STEMMSTEMM |
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. , 1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities , |
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3.3Promote retention of women in STEM higher education at all levels, including through gender-sensitive mentoring, workshops and networks. , |
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. , 4.6Promote 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 , 4.1Ensure gender equality in access to job opportunities, recruitment criteria and processes. , |
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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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Women in STEM |
Yes Report available on website |
Yes for example linking the Athena SWAN equality charter to research funding. |
view |
More Girls in STEM
VHTO |
1980 | Western European Group | Western European Group:Netherlands |
Science & TechnologyScience & 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 , 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). , 2.7Promote workshops that develop females confidence and 'other skills (leadership, communication, and critical thinking) , |
3.7Promote mentoring of higher education students. , |
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. , 4.11Promote gender bias training to STEM professionals. , 4.12Promote initiatives that increase female STEM networks /role models at professional level. , |
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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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Females |
Yes Report available on website |
Yes available on website |
view |
Project Juno | Western European Group | Western European Group:United Kingdom of Great Britain and Northern Ireland, Western European Group:Ireland |
Science & PhysicsScience & Physics |
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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. , |
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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 |
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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. , |
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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 | |
National Chapter of Women in Science Cuba
NCWSCuba |
1995 | Latin American and Caribbean Group | Latin American and Caribbean Group:Cuba |
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 , 1.3Mainstream gender perspectives in science communication and informal and non-formal STEM education activities , |
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. , |
3.10Provide career information to graduate students , |
4.1.Ensure gender equality in access to job opportunities, recruitment criteria and processes. , 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). , 4.10Promote 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. , 4.15Promote 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. , |
7.2Ensure equal access to public support for innovation for women-owned firms. , 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. , 7.7Promote external incentives and recognition for women-led innovation and acceptance of women innovators in society. , 7.8Promote gender equality in the access and use of enabling technology, in particular information and communication technology. , 7.9Promote a gender balanced workforce and equal opportunities in start-up companies. , |
All levels |
Yes In Physics the number of women studying physics has increased as well as leadership in Science. |
Yes Since 2002 a prize of Women in Physics Mathematics and Physics is given each two years thanks to Sofia Kovalévskaya Foundation, so it is a way to disseminate the best results in these Science and encourage other women to continue working. |
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) , |
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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 |
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 |