Acciones para la igualdad de género en las áreas científico-técnicas de las universidades españolas

Educación XX1, 27 (2), 19-36 19 Educación XX1 ISSN: 1139-613X · e-ISSN: 2174-5374 Actions for gender equality in scientific-technical areas in Spanish universities Acciones para la igualdad de género en las áreas científico-técnicas de las universidades españolas Irene Epifanio 1* Encina Calvo-Iglesias 2 1 Universitat Jaume I, Spain 2 Universidad de Santiago de Compostela, Spain * Corresponding author. E-mail: [email protected] Cómo referenciar este artículo/ How to reference this article: Epifanio, I., & Calvo-Iglesias, E. (2024). Actions for gender equality in scientific-technical areas in Spanish universities. Educación XX1, 27(2), 19-36. https://doi.org/10.5944/ educxx1.38279 Date received: 07/09/2023 Date accepted: 19/03/2024 Published online: 28/06/2024 ABSTRACT This article analyses the actions carried out in Spanish universities to achieve gender equality in scientific-technical disciplines, where women are still under-represented and there is a low level of gender mainstreaming that can affect research and innovation. In order to diagnose the situation, a survey was carried out aimed at the equality units that form part of the Network of Gender Equality Units for University Excellence (RUIGEU). The survey consisted of thirteen questions relating to: actions to favour the access and permanence of women in the PECS areas (Physics, Engineering, Computer, Science), the recognition of student work carried out with a gender perspective, the valuation of teaching and research with a gender perspective, the visibility and recognition of female researchers and actions for effective equality. This survey was anonymous and was answered by 28 units. From the answers obtained, we can extract a low level of involvement of the universities in promoting equality in this area. Furthermore, the analysis of archetypes shows that only five of the universities 01 Epifanio (inglés).indd 19 25/06/2024 9:38:40 Epifanio et al. (2024) 20 Educación XX1, 27 (2), 19-36 that participated in this study are committed to equality in the scientific-technical field and carry out actions to achieve it. These results show, on the one hand, that it is possible to implement actions to promote equality in the scientific and technical field. On the other hand, the collaboration of other institutions (Ministry of Universities, National Agency for the Evaluation of Accreditation (ANECA) and Conference of Rectors of the Spanish University (Crue)) is necessary to promote equality in all universities. Keywords: gender equality, gender stereotypes, gender bias, STEM education, research training, women scientists RESUMEN En este artículo se analizan las acciones llevadas a cabo en las universidades españolas para alcanzar la igualdad de género en las disciplinas científico-técnicas, donde las mujeres siguen estando infrarrepresentadas y existe una baja transversalización de la perspectiva de género que puede afectar a la investigación y a la innovación. Para realizar un diagnóstico de la situación se elaboró una encuesta dirigida a las unidades de igualdad que forman parte de la Red de Unidades de Igualdad de Género para la Excelencia Universitaria (RUIGEU). La encuesta estaba formada por trece preguntas relativas a las acciones para favorecer el acceso y permanencia de las mujeres en las áreas PECS (Physics, Engineering, Computer, Science), el reconocimiento de trabajos de estudiantes realizados con perspectiva de género, la valoración de la docencia e investigación con perspectiva de género, la visibilización y reconocimiento de investigadoras y las acciones para la igualdad efectiva. Esta encuesta era anónima y fue respondida por veintiocho unidades. De las respuestas obtenidas podemos extraer una baja implicación de las universidades para impulsar la igualdad en este ámbito. Además, el análisis de arquetipos nos muestra que sólo cinco de las universidades que participaron en este estudio están comprometidas con la igualdad en el ámbito científicotécnico y llevan a cabo acciones para conseguirlo. Estos resultados ponen de manifiesto, por un lado, que es posible implementar acciones para la igualdad en este ámbito y, por otro lado, que necesitamos de la colaboración de otras instituciones (Ministerio de Universidades, Agencia Nacional para la Evaluación de la Acreditación (ANECA) y Conferencia de Rectores de la Universidad Española (Crue)) para impulsar la igualdad en todas las universidades. Palabras clave: igualdad de género, estereotipos de género, sesgos de género, educación STEM, Formación en investigación, científicas INTRODUCTION In Spain, female students are in the majority in university classrooms, but there is still a significant horizontal segregation by degree, with a lower presence of women in some disciplines linked to STEM (Science, Technology, Engineering and Mathematics) or PECS (Physics, Engineering, Computer, Science) areas. This 01 Epifanio (inglés).indd 20 25/06/2024 9:38:40 Educación XX1, 27 (2), 19-36 21 Actions for gender equality in scientific-technical areas in Spanish universities last acronym is used to emphasize that it is in these areas where women are less represented (Cimpian et al., 2020; Sáinz, 2017). Approximately three out of every four students in undergraduate and first and second cycle studies in Health Sciences are women, i.e. 71.8% of students in these disciplines, while in Engineering and Architecture the percentage of women drops to 26.5%, as shown in the report Científicas en Cifras 2023 (Unidad de Mujer y Ciencia, 2023). This situation is not new in Spanish universities or in the Western context, since almost sixty years ago Alice Rossi (1965) asked the question: why so few women? Since then, numerous studies have been carried out that show the influence of multiple social and cultural factors in the gender gap that exists in certain careers in the scientific-technical field and the need to continue our efforts to reduce this gap (Verdugo-Castro, 2022). Thanks to this research, we now know that the low representation of women in university careers related to PECS disciplines is not related to girls’ performance or skills in these fields, but to the gender stereotypes that condition their choices at school (Bian et al., 2017; Couso, 2023). These stereotypes affect girls from an early age: at the age of six, girls already believe they are less bright than boys (Bian et al., 2017) and in primary school they perceive themselves to be less competent in mathematics and show greater anxiety before mathematics exams (Ayuso et al., 2021). Moreover, taking into account that students’ interest in science decreases as they get older (Martín et al., 2023), action should be taken in the early stages of education to promote more vocations in the STEM field; without forgetting the stereotypes and expectations that teachers have and that they can transmit to students (Couso, 2023), and that we must combat by providing gender training to active teachers and future teachers so that they can educate in equality. The participation of women scientists and researchers in the celebration of the International Day of Women and Girls in Science has been fundamental in providing students with female references in PECS areas, helping girls to see these careers as a possible career option. This promotion of scientific-technological vocations in girls and young women is an equality measure successfully implemented in 2022 (Women and Science Unit, 2023), although it seems to be carried out primarily in secondary education. Given the importance of these promotional activities, the participation of female researchers and professors should be recognised and prevented from becoming an increase in women’s “academic housework” at university (Heijstra et al., 2017), as they devote more hours than their male colleagues to these tasks of care and service to the students (Cabero et al., 2023). But it is not only a matter of increasing the number of female students in these degrees, we also have to take into account that “when scientific-technical areas are a socio-economic scenario of high employability and excellent salaries for qualified people, men move to occupy these socio-economic centres and women remain 01 Epifanio (inglés).indd 21 25/06/2024 9:38:40 Epifanio et al. (2024) 22 Educación XX1, 27 (2), 19-36 on the margins” (Samper-Gras, 2022, p. 209), which could explain the changes in enrolment in the mathematics degree in recent years. We should also be able to retain our female students (González-Pérez et al., 2022) and researchers (González, 2018) and end the dynamics that push them out of the system, including harassment (Yang & Wright, 2018; Bernardo, 2021), which has remained silenced in Spanish universities (Valls et al., 2016) and the criminalisation of motherhood (Gallardo, 2021; Powell, 2021). Not forgetting that there are gender biases in the scientific evaluation system (Moss-Racusin, 2012) and that women are systematically denied publications and citations, hindering their professional promotion (Sugimoto & Larivière, 2023), which favours vertical segregation or the so-called scissors effect that still persists in universities and public research organisations (Women and Science Unit, 2023) and contributes to a 12.7% pay gap in universities (De la Cal, 2023). This scissors effect also affects other more feminised areas, such as biomedicine, and to overcome this inequality “it is necessary to distribute women’s and men’s time fairly, favouring conciliation; and that equality policies between women and men are implemented effectively, not only by limiting themselves to establishing recommendations but also by taking concrete action and sanctioning non-compliance” (Segovia et al., 2023, p. 408). Otherwise, we will continue with this low female representation in the field of science and technology, which, in addition to reducing work opportunities and women’s participation in future advances and decisions, also affects the quality of science, since “the presence of women in science (like other groups) is not a sufficient condition for better science, but it is necessary” (García Dauder & Pérez Sedeño, 2017, p. 9). On the other hand, Schiebinger and Klinge (2020) show us the importance of including sex and gender in research and innovation, and the consequences of not doing so (harm to people, delay of innovations...). The involvement of universities is of great importance in order to solve the problems listed in the previous paragraphs. To this end, they should promote the incorporation of the gender perspective in the teaching of disciplines related to PECS (Calvo-Iglesias, 2022a), and teach students to introduce the sex/gender approach in research (Calvo-Iglesias, 2022b), thus complying with the laws in force at both European and national level. Universities should also train future preschool, primary and secondary school teachers to promote coeducation and to support a non-stereotypical choice of university studies. All of this would contribute to achieving Goal 5 “Achieve gender equality and empower all women and girls” of the Sustainable Development Goals (SDGs) set by the United Nations. And we must not forget that, although “we currently find ourselves in a favourable context in which new educational laws allow us to rethink the development of teacher training in which coeducation becomes an essential element” (García-Lastra, 2022, p. 33), for now the integration of the gender perspective in university teaching is 01 Epifanio (inglés).indd 22 25/06/2024 9:38:40 Educación XX1, 27 (2), 19-36 23 Actions for gender equality in scientific-technical areas in Spanish universities scarce, as stated in Miralles-Cardona (2020). Although important steps have been taken towards this, such as the collection of guides published by the Xarxa Vives d’Universitats (Calvo-Iglesias et al., 2022), which already has thirty-eight guides, twelve of them belong to the field of science and engineering, and the provision of training courses on gender perspective among teaching and research staff, but male participation in these courses is very low (Unidad Mujer y Ciencia, 2023). To understand this situation, we must take into account the resistance to implementing gender equality initiatives in Spanish universities (Castaño & Vázquez-Cupeiro, 2023) and the neoliberal context that has been implemented in the university and which directs teaching and research staff to promote their research activity (Saura & Caballero, 2020) in order to climb positions in the rankings. This evaluation policy based on rankings is beginning to be questioned after the recent scandals (Galán, 2023) and it is not going to help us achieve gender equality, as shown by the study carried out by Reverter-Bañón (2020) on the Times Higher Education ranking. Based on the report prepared by the Network of Gender Equality Units for University Excellence (RUIGEU), which shows the diagnosis of the mainstreaming of the gender perspective in teaching and research, the measures for prevention and action against harassment, and the measures for joint responsibility and work-life balance in the public and private universities that make up the network (RUIGEU, 2022), we have prepared and analysed a survey to carry out a diagnosis of the situation of the actions to promote gender equality in STEM areas carried out in Spanish universities. This survey has been addressed to the equality units because, as stated in the Organic Law 2/2023 of 22 March on the University System (23 March, 2023), they are “responsible for advising, coordinating and evaluating the mainstreaming of equality between women and men in the development of university policies, as well as for including the gender perspective in all the activities and functions of the university”. This is the first time that this diagnosis has been carried out and, therefore, it complements the RUIGEU report (2022). The purpose of this survey is to find out about the implementation of measures to favour the presence of women in STEM or PECS areas, which should be implemented at all stages of education, from infant education to the recognition of women in PECS disciplines in appointments as Honorary Doctorates, showing that we are not just guests, but that women have made and continue to make important contributions to science and technology. 01 Epifanio (inglés).indd 23 25/06/2024 9:38:40 Epifanio et al. (2024) 24 Educación XX1, 27 (2), 19-36 METHOD Participants The Network of Gender Equality Units for University Excellence (RUIGEU) includes the equality units of all Spanish public universities and those of private universities that have applied for membership. In 2023, the RUIGEU is made up of the units of 54 universities (RUIGEU, 2022). To collect information about each university, a survey was sent out with questions about the initiatives and policies carried out in their university on gender equality with emphasis on the PECS field. The survey was sent to the 54 RUIGEU units during December 2022 and January 2023 on three occasions (two reminders), in order to collect more responses. A total of 28 units responded, i.e. 52% of the units. Survey The survey was elaborated with Google forms and consisted of 13 questions so that it did not take long to answer and was easy to answer. The answers were given with several options and there was always a section for others, so that they could optionally write if they wished to clarify their answer. The full questionnaire is available at https://bit.ly/3v8IdiY and the questions are also specified in the Results section. However, they can be grouped into several areas: a) actions to fight against gender stereotypes before access to university (questions 1 to 3); b) actions to favour access and permanence in the PECS areas (questions 4 and 5); c) recognition of students’ work carried out with a gender perspective (questions 6 and 7); d) valuation of teaching and research with a gender perspective (questions 8 to 10); e) visibility and maximum recognition of female researchers in the STEM area (question 11); f) actions for effective equality (questions 12 and 13). Limitations Since not all units responded, the information comes from a self-selected sample. Therefore, the study is exploratory, only descriptive statistics will be used, not inferential statistics. The survey did not deal with personal data, but with data from the institutions. However, in order to avoid possible non-response to hide a low involvement in gender equality on the part of some universities, the survey was anonymous. It could be answered without specifying information about the institution. In any case, 01 Epifanio (inglés).indd 24 25/06/2024 9:38:40 Educación XX1, 27 (2), 19-36 25 Actions for gender equality in scientific-technical areas in Spanish universities a response rate of 52% is much higher than the usual response rates for university staff, which range between 25 and 35% (Cabero & Epifanio, 2021). Moreover, according to Menachemi (2011) it seems that in online surveys conducted in universities, response bias is undetectable. On the possible bias of non-response, Armstrong and Overton (1977) suggest three approaches. The first would be to compare with known values in the population. However, this is not possible in our case because we do not collect data from the responding universities and trying to find the answers to the survey questions on the websites of the 54 universities is an arduous and complicated mission, in addition to the fact that such information is not always available on the websites. It is precisely for this reason that we designed the survey. The second approach would be to consider subjective estimates of non-response. It is assumed that those people most involved in the issue will respond. So, in our case, the non-responses could correspond to those universities with a lower degree of involvement in equality policies, especially in the STEM field. The third approach would be based on comparing the responses of the different waves of respondents. Here it is assumed that the respondents after the last reminder are more similar to the non-respondents. In the last reminder, 5 universities responded, which is a small number to draw conclusions from. In any case, their responses are not out of line with those obtained previously, although there are perhaps slightly more negative responses and unknown answers. Despite these limitations, this study provides a snapshot of the situation of equality policies focused on the STEM field in Spanish universities, which has not been carried out to date. Therefore, although it is possible that it reports statistics that might overestimate to some extent the equality policies in STEM currently in place, if indeed the universities most involved responded in greater proportion, this study offers a novel and important contribution to pointing out avenues for improvement in relation to equality in STEM. 01 Epifanio (inglés).indd 25 25/06/2024 9:38:40 Epifanio et al. (2024) 26 Educación XX1, 27 (2), 19-36 RESULTS As each question had different possible answers and all of them are categorical, the results of each question are presented and analyzed separately. Regarding the first question: “at your university, is there any programme or initiative to bring STEM careers to primary school girls?”, 15 units (54%) stated that no such programme existed at their university. The second question “If your university offers teaching or primary and early childhood education degrees, in the subjects dedicated to mathematics didactics, is there any topic dedicated to coeducation in mathematics?” reported the following results: in six of the 28 universities those degrees are not taught, three of those where it is taught were unaware of it, and in only three cases the answer was affirmative, while in 16 cases the answer was negative. Consequently, of those universities with teaching degrees, according to the data available to the equality units, only 16% have a topic dedicated to coeducation in mathematics. The third question “If your university offers a Master’s degree in teacher training in the subjects of science (physics and chemistry), technology and/or mathematics, is there a topic dedicated to coeducation in these disciplines? “Therefore, of the universities that offer such a Master’s degree, according to the data provided by the equality offices, only 5% of the universities that do offer such a Master’s degree devote a topic to coeducation in these scientific-technical disciplines. In reference to the fourth question “In your university, is there any action to favor the incorporation of female undergraduate students in PECS (Physics, Engineering, Computer Science)?”, 14 universities (50%) indicated that there was no action. Among those that did and indicated what they consisted of, the most repeated actions were campaigns and scholarships. Regarding the fifth question “In your university, is there any positive action to favor the permanence of women in pre- and post-doctoral stages in PECS areas?”, one did not know the answer, while 21 units (78%) answered that there was none. Of those who answered in the affirmative, three corresponded to the undergraduate stage, and four to the doctoral and postdoctoral stage. One of these initiatives was a mentoring programme. The sixth question “At your university, are there any specific awards for dissertations and theses in mathematics-intensive areas, such as PECS, to assess gender mainstreaming in these areas?” yields the following data: six universities do not offer awards in any area; 19 units offer awards, but not specific to these areas, while three universities do offer specific awards in different fields. The information obtained from the seventh question “In your university, do any of the criteria for awarding extraordinary doctoral prizes consider that the thesis incorporates the gender perspective?” is shown below: four units do not know, 01 Epifanio (inglés).indd 26 25/06/2024 9:38:40 Educación XX1, 27 (2), 19-36 27 Actions for gender equality in scientific-technical areas in Spanish universities two universities (8%) answer affirmatively, one of them indicates that only a few doctoral programmes, while 22 units indicate that it is not considered. Regarding the eighth question “if your university has a programme for assessing teaching, such as the DOCENTIA programme or similar, for example, for the recognition of five-year periods, do you get extra points if you teach with a gender perspective or training in equality, as a specific section?”, one unit does not know, 22 universities (81%) answer in the negative, three units indicate that teaching with a gender perspective is valued and two universities value training in equality as a specific section. The responses to the ninth question “If your university has a programme to fund educational innovation projects, are extra points awarded for projects that integrate the gender perspective?” are as follows: one unit does not know; the programme does not exist in four universities; it is not valued in 17 universities (74%), while it is valued in six universities. In reference to the tenth question “If your university has a programme to finance research projects, is equality valued in the projects? “Again, one unit does not know; the programme does not exist in six universities; it is not valued in 16 universities (76%); and among the five universities that do value it, it is valued in the following way: in one university extra points are given if the project is directed by a female researcher; in another extra points are given if the team is an equalgender team; and on another occasion extra points are given for the two previous conditions; and finally, in two universities it is valued that the project integrates the gender perspective. The eleventh question asks whether “in your university, is there an Honorary Doctorate in STEM disciplines?”, with the result that two units do not know, and in 11 cases the answer is negative (42%). 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