Abstract:

Human development can’t be achieved if it doesn’t consider women’s wellbeing. An important way to contribute to this, is to create equal opportunities for men and women, both in the public and the private sector. This includes, among other things, the existence of men and women’s liberties to choose between options to a dignified life. This choice freedom means the expansion of people’s capacities to enjoy a healthy and long-lived life, to receive education, knowledge and information, and the access to the resources needed to do so.

Mexico has reversed the existent gap between men and woman regarding school attendance [1] and the average level of education: for women is 10.5 years and for men is 9.8 [2]. This trend prevails from elementary school to higher education and even graduate level. When it comes to the participation of women in careers related to Science, Technology, Engineering and Mathematics (STEM), the proportion goes down: only 29% of the students enrolled in these programs are women at bachelor level, and 36% at graduate level [3]. This proportion transfers to the professional life: in the science, technology and innovation (STI) field, only 37% of the researchers registered in the Researchers National System (SNI, by its name in Spanish) are women [4].

Mexico’s National Development Plan 2019 – 2024, considers gender equality, inclusion and no discrimination as a transversal axis [5]. According to this, Nuevo Leon’s State Government has developed and implemented, in collaboration with the Autonomous University of Nuevo Leon (UANL, by its name in Spanish), the program “Women in Science”. This program aims to positively influence the life and career prospective of young women, boosting the STI vocations from the mid-level education. At the same time, it helps to diminish school dropping and motivate women to choose STEM careers.

For its development, a SNI female researcher gives a talk about its life and career experience to the participants, she and her colleagues give workshops and perform lab experiments with the students, and finish with a workshop for interpersonal skills to the girls to create self-confidence and empowerment. To date, the program has benefited more than 12,000 female students with the participation of over 420 female researchers.

This paper further explains the methodology of the program and deepens in the impacts of the program in the participation and inclusion of women in the STI field.

References:
[1] National Council for Evaluation of Social Development Policy (2018). Diagnosis study of the right to education. Retrieved from https://www.coneval.org.mx/Evaluacion/IEPSM/Documents/Derechos_Sociales/Estudio_Diag_Edu_2018.pdf
[2] Average level of education in Mexico with low progress: equals first year of mid-school. Retrieved from https://www.elfinanciero.com.mx/economia/promedio-de-escolaridad-con-escaso-avance-es-equivalente-al-primer-ano-de-prepa Own calculations with data from the National Association of Universities and Higher Education Institutions (2018).
[3] Meza-Mejía, M., Galbán-Lozano, S. & Ortega-Barba, C. (2019). Experiences and Challenges of Women Belonging to the Mexican National Researchers System. Iberoamerican Magazine for Research and Educational Development. Vol. 10, Núm. 19, July - December 2019.
[4] Deputy Chamber (2019). National Development Plan. Retrieved from http://gaceta.diputados.gob.mx/PDF/64/2019/abr/20190430-XVIII-1.pdf

Keywords:

Women, Inclusion, Gender gap, Women in science, female researchers, mid-school.