[EUGAIN] Booklet: Policy Recommendations for Gender Balance in Informatics

POLICY RECOMMENDATIONS FOR GENDER BALANCE IN INFORMATICS Acknowledgement This publication is based upon work from COST Action EUGAIN CA19122 (European Network For Gender Balance in Informatics), supported by COST (European Cooperation in Science and Technology). www.cost.eu EUGAIN features more than 160 members from over 45 countries, including 5 non-European ones. Its main aim is to improve gender balance in Informatics through the creation and strengthening of a truly multi-cultural European network of academics working at the forefront of the efforts in their countries, institutions and research communities. It builds on their knowledge, experiences, struggles, successes, and failures, learning and sharing what has worked and how it could be transferred to other institutions and countries. Informatics Europe, the Grant Holder institution of EUGAIN COST Action, unites and empowers the Education & Research Informatics community across Europe. It connects over 50,000 researchers from 200+ member institutions spanning 30+ countries. The organisation advocates for shared priorities and supports policy making in Education, Research and the Social Impact of informatics in Europe. EUGAIN builds upon the groundwork laid by the Informatics Europe Women in Informatics Research and Education (WIRE) Working Group, which has since evolved into the Diversity & Inclusion Working Group. More information: www.informatics-europe.org COST (European Cooperation in Science and Technology) is a funding agency for research and innovation networks. Our Actions help connect research initiatives across Europe and enable scientists to grow their ideas by sharing them with their peers. This boosts their research, career and innovation. This deliverable provides a set of policy recommendations directed to policymakers, at national and European level. This document contains concise and practical measures that policymakers can adopt to support gender equity in Informatics. While the COST Action is named “European Network for Gender Balance in Informatics”, we do see gender equity as the most important paradigm to strive for. We have identified four target audiences: Schools, Universities, Public Administration and Private Sector. For each of these audiences, we have researched the current state of practice and investigated pathways to improving both education and career paths in a number of scientific studies. In each of the following chapters you find a vision and mission statement, then an overview of the current reality, and finally a set of recommendations. EXECUTIVE SUMMARY Alicia Julia Wilson Takaoka Norwegian University of Science and Technology, Norway Antinisca Di Marco University of L'Aquila, Italy Berat Ujkani University of Mitrovica, Kosovo Birgit Penzenstadler Chalmers tekniska högskola, Sweden, and Lappeenranta University of Technology, Finland Claudia Maria Cutrupi Norwegian University of Science and Technology, Norway Elva Leka Polytechnic University of Tirana, Albania Enrico Nardelli Università di Roma "Tor Vergata", Italy Fanni Bobák Ex Ante Consulting Ltd., Hungary Francesca Alessandra Lisi University of Bari Aldo Moro, Italy Giovanni Stilo University of L'Aquila, Italy J. David Patón-Romero Simula Metropolitan Center for Digital Engineering (SimulaMet), Norway Jane Hillston University of Edinburgh, United Kingdom Karima Boudaoud Université Côte d'Azur, France Lenuta Alboaie Alexandru Ioan Cuza University, Romania Małgorzata Biernacka University of Wrocław, Poland Miranda Harizaj Polytechnic University of Tirana, Albania Nehir Yasan-Ak Akdeniz University, Turkiye Salome Shakarishvili Ministry of Education and Science of Georgia, Georgia Simona Motogna Babes Bolyai University, Romania Sonay Caner-Yıldırım Erzincan Binali Yıldırım University, Turkiye AUTHORS TABLE OF CONTENT School........................................................................... Recommendations................................................. Vision & Mission........................................................ Current Reality........................................................... References.................................................................... 06 02 03 14 04 University..................................................................... Recommendations................................................. Vision & Mission........................................................ Current Reality........................................................... References.................................................................... 19 15 16 23 17 Public Administration............................................. Recommendations................................................. Vision & Mission........................................................ Current Reality........................................................... References.................................................................... 28 24 25 31 26 Private Sector............................................................. Recommendations................................................. Vision & Mission........................................................ Current Reality........................................................... References.................................................................... 36 32 33 42 34 Introduction............................................................... 01 Conclusion.................................................................. 43 Women are underrepresented in Informatics at all levels, from undergraduate and graduate studies to participation and leadership in academia and industry. The main aim and objective of EUGAIN, the COST Action named “European Network for Gender Balance in Informatics” is to improve gender equity in Informatics at all levels through the creation of a European network of colleagues working on the forefront of the efforts for gender equity in Informatics in their countries and research communities. We provide a set of policy recommendations directed to policymakers, at national and European level. We give concise and practical measures that policymakers can adopt to support gender equity in Informatics. We use Informatics to denote the scientific and technical discipline at the basis of the digital world, including also its impact on human beings and society. However, we often use the abbreviation information and communication technologies (ICT) for when we speak of the larger context and field of employment, or when we quote statistics. The focus of this body of work is on Informatics. We have identified four target audiences: Schools, Universities, Public Administration and Private Sector. For each of these audiences, we have researched the current state of practice and investigated pathways to improving both education and career paths in a number of scientific studies. The detailed results of those studies are cited in the following chapters as well as available on our website https://eugain.eu/results/. In each of the following chapters you find a vision and mission statement, then an overview of the current reality, and finally a set of recommendations. With this deliverable we hope to inspire policy makers at all levels, from preschool instructor to minister of education, to take action and support for more gender equity in Informatics. In all areas of work we need supportive, creative and welcoming environments. Furthermore, society gets called to clearly communicate to women that we are experiencing a moment of revolution due to the push of digitalization and if women are not actively working in the ICT sectors they will once again find themselves in a world defined by men and therefore less suitable for women. Furthermore, we recommend a split of care work and actions to allow women and men to take care equally of children and parents that need help on all levels of legislation. Please enjoy your read 🙂 INTRODUCTION 01 SCHOOL 02 Image generated by DALL·E, OpenAI's image generation model High Level Policy for Stakeholders GENDER BALANCE IN INFORMATICS VISION & MISSION Our vision is to establish Informatics as a fundamental and distinct subject within compulsory education across the European Union. We aspire to cultivate a generation of citizens proficient not only in the use of digital technologies but also in their creation and critical evaluation. We envisage a future where students are equipped to navigate, understand, and shape the digital society, free from prejudices and stereotypes that often infiltrate digital tools and systems. In this digitally empowered society, Informatics education is recognized as an autonomous scientific discipline, offering unique perspectives on both natural and artificial phenomena and fostering critical thinking, collaboration, and social responsibility. Our mission is to integrate Informatics into the school curriculum as an independent subject, emphasizing its scientific and creative aspects beyond mere technological usage. We are committed to developing comprehensive educational resources and gender-responsive pedagogical approaches, ensuring inclusivity and diversity in the classroom. Through these efforts, we aim to provide optimal educational experiences that promote gender equality and prepare all students, especially women, for a future in Informatics. We strive to create a supportive network of students, educators, and community members, all working together to break down barriers and pave the way for inclusive and equitable participation in the field of Informatics. Vision Mission 03 School Image generated by DALL·E, OpenAI's image generation model Persistent Gender Disparities:1. Despite ongoing efforts, significant progress in reducing gender disparities in Informatics has been limited (Lorenz et al., 2021; Charlesworth & Banaji, 2019; Master et al., 2021). The European Commission's report (EC, 2022) emphasizes the need for early engagement of girls in Informatics to combat stereotypes and increase interest. Identified Main Causes:2. EUGAIN's investigation highlights four key areas: access, stereotypes, confidence, and sense of belonging (see Figure below). Access3. Girls often lack exposure to Informatics, with limited access to technology and related extracurricular activities (Happe & Buhnova, 2021; Sahin & Misirli, 2023; Girls Who Code, 2019). Increasing access to early educational programs in Informatics has shown positive impacts on girls' interest in the field. Figure: Main causes of persistent gender disparities Access Low access to suitable education for girls to encourage them into Informatics Confidence Lack of confidence in specific abilities and skills for Informatics Stereotypes Several stereotypes from a variety of sources -personal, family/culture, teachers, mediadrive girls away from the domain Sense of belonging Learning environment can lack inclusivity, particularly for girls CURRENT REALITY School 04 Promote an Inclusive Classroom Culture Provide a Real-Life Perspective RECOMMENDATIONS School 11 Ensure a positive environment that values diversity and mutual respect. Work with local tech companies and nonprofits to provide realworld experiences in Informatics. For School Principals Image generated by DALL·E, OpenAI's image generation model Inspire with Role Models Advocate Early Informatics Exposure RECOMMENDATIONS School For Teachers 12 Introduce Informatics principles early and make them engaging. Use personal experiences and stories to motivate students and break stereotypes. Image generated by DALL·E, OpenAI's image generation model Foster a Gender-Inclusive Environment Create a respectful and inclusive atmosphere in the classroom. Emphasize Social Impact through Projects RECOMMENDATIONS School 13 Engage students in interdisciplinary projects that address realworld problems. For Teachers Image generated by DALL·E, OpenAI's image generation model REFERENCES 14 Charlesworth, Tessa E.S., Banaji Mahzarin R. - Gender in Science, Technology, Engineering, and Mathematics: Issues, Causes, Solutions, Journal of Neuroscience, September 2019, 39 (37) 7228-7243; DOI: https://doi.org/10.1523/JNEUROSCI.0475-18.2019 European Commission/EACEA/Eurydice (2022). Informatics education at school in Europe. Luxembourg: Publication Office of the European Union. Girls Who Code - 2019 Advocacy Report, https://girlswhocode.com/wpcontent/uploads/2019/06/GWC_Advocacy_2019K12Report_PDF-min-1.pdf Happe, Lucia, Buhnova, Barbora, Kaziolek, Anne, Wagner, Ingo. (2021). “Effective measures to foster girls’ interest in secondary computer science education”. In: Education and Information Technologies 26, pp. 2811–2829. DOI: 10.1007/s10639-020-10379-x Lorenz, Birgy, Kikkas, Kaido, & Sõmer, Tiia (2021, October). IT as a Career Choice for Girls: Breaking the (Self-Imposed) Glass Ceiling. In ECEL 2021 20th European Conference on e-Learning (pp. 266–274). Master, Allison, Meltzoff, Andrew, N., Cheryan Sapna. 2021. Gender stereotypes about interests start early and cause gender disparities in computer science and engineering. PNAS 118(48):e2100030118 Nardelli, Enrico, Corradini, Isabella. (2019). “Informatics Education in School: A Multi-Year Large-Scale Study on Female Participation and Teachers’ Beliefs”, 12th Int.Conf. on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP-2019), pp.53-67, DOI: 10.1007/978-3-030-33759-9_5 Şahin Timar, Zeynep, Mısırlı, Özge. (2023). Effective Strategies for Encouraging Girls in Informatics. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. HCII 2023. Lecture Notes in Computer Science, vol 14021. Springer, Cham. https://doi.org/10.1007/978-3-031-35897-5_27 Torres-Ramos, Sulema, Fajardo-Robledo, Nicte, S., Pérez-Carrillo, Lourdes, A., Castillo-Cruz, Claudia, Retamoza-Vega Patricia, del R., Rodríguez-Betancourtt, Veronica, M., Neri-Cortés Cristina. Mentors as Female Role Models in STEM Disciplines and Their Benefits. Sustainability. 2021; 13(23):12938. https://doi.org/10.3390/su132312938 Vainionpää, Fanny; Kinnula, Marianne; Iivari, Netta; and Molin-Juustila, Tonja, (2019). "GIRLS’ CHOICE - HY WON’T THEYPICK IT?". In Proceedings of the 27th European Conference on Information Systems ECIS), Stockholm & Uppsala, Sweden, June8-14, 2019. ISBN 978-1-7336325-0-8 Research Papers. https://aisel.aisnet.org/ecis2019_rp/31 PUBLIC ADMINISTRATION 15 Image generated by DALL·E, OpenAI's image generation model UNIVERSITY High Level Policy for Stakeholders GENDER BALANCE IN INFORMATICS Our vision is to transform universities into spaces that actively challenge the reluctance and embarrassment surrounding discussions of inclusiveness and equal opportunities. By breaking down these stereotypes and cultural barriers, universities can foster open dialogue and train individuals to become champions of inclusion and equality, upholding the principles that form the foundation of modern democratic societies. Universities have a crucial role in empowering diverse talent and driving the agenda for gender balance and inclusivity. By celebrating diversity as a catalyst for innovation and societal well-being, universities will contribute to a more just and equitable world. We envision a future where universities not only acknowledge gender diversity but celebrate it, breaking down barriers within academia and beyond. Our mission is to support universities in delivering actions that aim to recruit and retain women and promote gender balance in Informatics. Universities should become dynamic environments for gender inclusiveness and diversity, encouraging the collaborative creation of educational and scientific settings that value and disseminate gender-related knowledge. We are committed to supporting both rectors and faculty to empower equal opportunities for their students and employees and ensure gender balance across all levels. The success of genderinclusive practices will encourage the development of a more diverse community where women may thrive and contribute to scientific advancement that adequately represents the world in all its diversity. Vision Mission 16 VISION & MISSION Image generated by DALL·E, OpenAI's image generation model University Female Under-representation in Informatics1. Workforce Representation: Women held only 15.9% of Informatics roles in the EU in 2021, down from 17.2% in 2020. (Eurostat, 2022) Academic Pipeline: Similar underrepresentation is evident in academia, with women less present in Informatics. Persistent Gaps in Academic Career2. Women are under-represented in Europe at the highest level of academia - with minor improvements between 2015 and 2018 (from 24.1% to 26.2%) in all fields. (Gvozdanovi´c and Maes, 2018) Research Roles: Women constitute 39.7% of researchers in higher education worldwide. (EC, 2021) European level data shows that in 2018, women represented more than 40% of academic staff, but women only occupied about 25% of the equivalent full professorship positions. Women also remain underrepresented in Europe among the heads of higher education institutions (23.6% in 2019), and as board members (31.1%) and leaders (24.5%). (EC, 2021) 17 CURRENT REALITY University 18 CURRENT REALITY University Towards a better future The systemic and cultural difficulties in pursuing the academic career for women have disadvantages not only for their own careers but also for society in general. The Informatics as a scientific discipline and as a profession needs diversity to advance and flourish. To make this happen, the universities have an important role to play. 3. Academic Leadership Positions Global Disparity: Gender parity in university leadership is low globally, with only 15% of rectors being women in Europe (Casad et al., 2021) While women are better represented among full professor positions in the Humanities (35% in 2018), there is a minimal presence of women in the field of Engineering & Technology (17.9% in 2018) for the same positions. (UNESCO, 2022) 4. Contributing Factors Barriers: The gender pay gap, stereotypes, biases, and inflexible conditions are some of the barriers faced by women (EC, 2021; Motogna et al., 2022) Academic Atmosphere: Challenges include lower social capital, unwelcoming environments, and discrimination. (Casad et al., 2021) Inclusive Recruitment Process Equal Opportunities in Evaluation and Promotion Image generated by DALL·E, OpenAI's image generation model RECOMMENDATIONS For Rectors and Department Heads 19 Collaborate with diverse channels to ensure job adverts reach a broad audience. Utilize inclusive language and highlight supportive policies to attract diverse candidates. Form gender-balanced evaluation committees and conduct unconscious bias training. Define clear, inclusive evaluation criteria that account for diverse career paths. University Systemic Actions to Retain Women Promotion to Tenure and Management RECOMMENDATIONS 20 For Rectors and Department Heads Create an inclusive environment through anti-bias training and debates. Offer mentorship and promote visibility for women, alongside introducing family-friendly practices (Motogna et al., 2022). Encourage women's development and awareness of gender issues with a supportive environment and gender equity plans. Fund initiatives for promoting gender balance. Image generated by DALL·E, OpenAI's image generation model University 3. Structural Barriers Women face barriers such as inadequate public policies, gender discrimination by employers, and insufficient technical skills training (Mbarika et al., 2007). No equal opportunities in case of parenthood. 4. Gender Employment-Gap Gender inequality in public sector employment, including renumeration and gender discrimination (Johnston, 2019). 5. Limited Budget for Gender Balance Initiatives Challenges in implementing effective measures due to restricted budget allocations for promoting gender balance in Informatics. 27 CURRENT REALITY Public Administration Towards a better future The situation reflects a complex interaction of factors like digital literacy, workforce participation, gender pay gaps, and underrepresentation in decision-making and leadership roles. A comprehensive approach is required, including digital literacy support, policy interventions to address gender discrimination, and efforts to enhance women's technical skills and representation in Informatics roles. Image generated by DALL·E, OpenAI's image generation model 28 Legislation and Policy Changes Identify gaps in legislation to support a gender-balanced ecosystem in Informatics. Mainstream initiatives in legislation and policy affecting women and gender equality. Implement gender-based instruments in HR policies for equal opportunities. Elaborate social standardized supportive system for parental care policy. Strengthen the Gender Impact Assessment with effective instruments. Launch National and European-Wide awareness campaigns for dispelling stereotypes and promoting inclusivity. RECOMMENDATIONS Public Administration 29 Image generated by DALL·E, OpenAI's image generation model Skill Development and Empowerment Equip girls and women for the transition from Informatics learning to earning. Raise competencies by boosting skills, particularly in Informatics, through training programs and professional development. Emphasize continuous up-skilling in rapidly changing technologies, especially in underrepresented roles. Financial Support and Monitoring Ensure a gender-balanced state budget to support initiatives for gender equality in Informatics. Regularly monitor and evaluate gender balance improvements, through intelligent solutions. Guarantee targeted funds and grants to support women-led tech projects, encouraging female initiatives in the tech sector. RECOMMENDATIONS Public Administration Image generated by DALL·E, OpenAI's image generation model 30 Image generated by DALL·E, OpenAI's image generation model RECOMMENDATIONS Public Administration Promoting Inclusion and Career Paths Implement representatives to refine gender imbalance in leadership and decision-making roles. Promote gender-balanced Informatics workforce in the job market. Conduct anti-bias training for decision-makers to reduce gender biases and stereotypes. Improve communication policies and tools for inclusion and career paths of women in Informatics. Overcome institutional cultural barriers hindering the inclusion and advancement of women. Public-Private Partnerships and Programs Develop specialized programs for advancing women’s engagement in innovation and technology through public-private partnerships. Establish platforms and initiatives that connect women and girls with inspiring role models and mentors in the tech industry. REFERENCES 31 Ferreira, Eduarda, & Silva, Maria J. (2016). Portuguese research on Gender and ICT: The place of education. Proceedings of the 2016 International Symposium on Computers in Education (SIIE 2016), 1–6. https://dx.doi.org/10.1109/SIIE.2016.7751827 Figueroa-Domecq, Cristina, Palomo, Jesús, Flecha-Barrio, Maria D., & Segovia-Perez, Monica (2020). Technology double gender gap in tourism business leadership. Information Technology & Tourism, 22(1), 75–106. https://dx.doi.org/10.1007/s40558-020-00168-0 Johnston, Karen (2019). Women in public policy and public administration?. Public Money & Management, 39(3), 155–165. https://dx.doi.org/10.1080/09540962.2018.1534421 Mbarika, Victor W., Payton, Fay C., Kvasny, Lynette, & Amadi, Atieno. (2007). IT Education and Workforce Participation: A New Era for Women in Kenya?. The Information Society, 23(1), 1–18. https://dx.doi.org/10.1080/01972240601057213 Samanta, Sasmita (2022). Impact of Digitalisation on Efficiency and Effectiveness of Women - A Case Study. International Journal of Finance, Entrepreneurship & Sustainability, 2(1), 92–98. Tirado-Morueta, Ramon, Aguaded-Gómez, Jose I., & Hernando-Gómez, Ángel (2018). The socio-demographic divide in Internet usage moderated by digital literacy support. Technology in Society, 55, 47–55. https://dx.doi.org/10.1016/j.techsoc.2018.06.001 PRIVATE SECTOR 32 PUBLIC ADMINISTRATION Image generated by DALL·E, OpenAI's image generation model PRIVATE SECTOR High Level Policy for Stakeholders GENDER BALANCE IN INFORMATICS Vision A balanced Informatics workforce Inclusion Our vision is to achieve a transformative shift towards a balanced Informatics workforce in the private sector. Our vision is to create a work environment that excels in competitiveness and efficiency, while also fostering creativity, well-being, and flexibility. We aim to establish a landscape where diversity in Informatics is not just welcomed but celebrated, leading to a more holistic and inclusive industrial practice in the field. Our mission revolves around two fundamental pillars: 1) Promotion of Inclusion and Career Paths, and 2) Improving the Work Environment. First of all, we are committed to elevating the visibility of role models in Informatics, celebrating the achievements of women in the field. Our goal is to cultivate a supportive, creative and welcoming work environment that attracts and retains diverse talent. Besides, we strive to implement educational initiatives that address and reduce gender bias, focusing on societal and institutional patriarchy and psychological biases affecting gender perceptions. Additionally, we are dedicated to supporting familyfriendly practices, including flexible home office and remote work options, and accommodating primary childcare responsibilities. Through these efforts, we aim to support gender equity, reduce biases, and create a work environment that truly embodies inclusivity and diversity in the private sector of Informatics. Vision Mission 33 VISION & MISSION Private Sector Image generated by DALL·E, OpenAI's image generation model 1. General Overview Gap in Industry: Despite progress in women's rights and workplace equity, the ICT industry still faces a significant gap in actual gender equity. Unbalanced context: The ICT workforce is not representative of our general population, and a more diverse workforce can help overcome the shortage of qualified ICT people. 2. Challenges for Women in ICT Barriers to equity: Women are a minority in the ICT industry and face challenges like inequality of opportunities and discrimination. These issues impact both product development and women's professional aspirations in ICT (Albusays et al., 2021; Glass et al., 2013; Singh et al., 2013). 3. Efforts for Gender Balance Road to success: Various initiatives have been undertaken across different fields to balance gender representation in ICT. However, progress remains slow (Jaccheri et al., 2020; United Nations, 2021). 34 CURRENT REALITY Private Sector Image generated by DALL·E, OpenAI's image generation model 4. The Gender Equality Paradox Relevance for changes: ICT industry faces a gender imbalance even in countries known for gender equality. Engine of change: Persisting gender stereotypes and norms are identified as major contributing factors (Breda et al., 2020). 5. Drop-out Rates and Job Satisfaction Losses in talent: High drop-out rates among women in ICT, with 50% leaving the industry within 12 years, despite high job satisfaction rates (Glass et al., 2013; Hewlett et al., 2019). 6. Identifying and Addressing Barriers Getting to know the challenges: Recognition of barriers women face in ICT and the absence of specific best practices to eliminate these barriers (Patón-Romero et al., 2023). Desire for new solutions: Need for well-founded and effective proposals to address these challenges. 7. Impact on the ICT Industry Importance of women in ICT: The lack of women and the challenges they face in ICT have significant negative impacts on the industry. 35 CURRENT REALITY Private Sector Towards a better future Addressing these challenges is essential for reforming the industry and increasing women's participation, motivation, expectations and continuity in ICT. Definition of Role Models: Start with the basic understanding: A role model, as defined by the Cambridge Dictionary, is "an individual admired for their behavior, which others aspire to emulate." Importance of Ethical Leaders: Emphasize the value of leadership: "It's crucial to have leaders, particularly ethical ones", as highlighted by Brown and Treviño (2013). They significantly influence both selfperception and how others view us. Role of Adult Role Models Across Lifespan: Discuss lifelong impact and mentorship: Adult role models play a pivotal role throughout life, including postretirement. As Whitbourne (2010) notes, "fulfillment is attainable at any age, allowing role models to impart wisdom continually". Celebrating Female Contributions: Highlight the need for recognizing achievements: Acknowledging female contributions is vital, especially considering Dreher and Ash’s (1990) findings that male employees often receive more recognition. Celebrating women as role models is a step towards empowerment. Digital Storytelling as a Tool: Suggest practical methods: Digital storytelling is an effective method to honor role models. This can include general infographics about female contributions in a company or individual stories, either as anonymized personas or identified individuals. Example of Role Model Promotion: Provide a concrete example: Consider, for instance, a 'Role Model Flyer' for a working group leader in EUGAIN (see Figure B.). This flyer could highlight both career achievements and personal strengths, serving as an inspiration to others. 36 Figure B. To Promote Inclusion and Career Paths RECOMMENDATIONS Role Models Private Sector In this deliverable we presented sets of policy recommendations for the four target groups of Schools, Universities, Public Administration and Private Sector. We hope you find the guidance applicable and straight-forward and are taking away new ideas. Further reporting on the results of our studies is available on our website https://eugain.eu/results/. For the Schools, we advocate for (1) in national and regional school administration to create legislation reforms and nation-wide Informatics curricula, (2) on the school principals level to foster inclusive teacher training and parental awareness campaigns, (3) and for each teacher to inspire with role models and to emphasize social impact through projects. For the Universities, we call for (1) rectors and department heads to establish inclusive recruitment processes and equal assessment in evaluation and promotion, and (2) for university professors to diversify the syllabi and projects on gender equity. For Public Administration, we strive for (1) legislative and policy changes including gender mainstreaming and campaigns to dispel stereotyping, (2) skill development and empowerment to raise competencies, (3) publicprivate partnerships and programmes, (4) financial support and monitoring, and (5) promoting inclusion and career paths. For the Private Sector, we recommend to improve the work environment by (1) self development in terms of upleveling skills and network, (2) mentoring across career stages and phases, (3) family support and engagement and collaboration, and the inclusion and career paths by (5) role models, (6) inclusive job ads, (7) temporary explicit targets, and (8) maturity models. Finally, we wish to thank you, the reader, for caring about this important topic of gender equity in Informatics (and in general) and applaud you on your way forward for taking action. Please reach out and let us know how we can support you in your contributions. www.eugain.eu 43 CONCLUSION This publication is based upon work from COST Action EUGAIN, CA19122, supported by COST (European Cooperation in Science and Technology). COST (European Cooperation in Science and Technology) is a funding agency for research and innovation networks. Our Actions help connect research initiatives across Europe and enable scientists to grow their ideas by sharing them with their peers. This boosts their research, career and innovation. COST ACTION CA19122 European Network For Gender Balance in Informatics Image generated by DALL·E, OpenAI's image generation model https://cost.eu/ https://eugain.eu/