Abstract:

The gender gap in STEM (Science, Technology, Engineering, Mathematics) fields have been studied around the world, as well strategies to engage girls in these areas. Although is difficult to find an exact number of the female participation on STEM workforce, the discrepancy is a consensus. In Brazil, the situation is the same, such as example, in a respectful engineering school in Brazil, rate of women has just achieved 10% only in 2017.

Gender stereotypes as well as the lack of female models in those areas are related to reasons why girls do not choose engineering. The distancing of girls from STEM areas throughout education may be the result of several variables. The Society of Women Engineering (SWE) cites as examples "lack of exposure to out-of-school STEM activities. These types of activities include computer programming, games, engineering (construction) things, etc." Thus, it is common for girls who are interested in STEM not to receive much incentive to pursue these fields, differently than boys who have the full support of teachers, parents and other influencers.

In Brazil, this scenario is not different. According to the Institute for Applied Economic Research (IPEA), “there are already advances related to the occupation of labor market by women, as well as the access to the highest levels of education are undeniable, even though in technological areas, such as engineering, they are still a minority”. In elementary and high school, either private or public settings, which resources are scarce, the gender gap for STEM interest appears to be similar. In this context, a project was developed, in 2016, at in distinguished engineering school, in São José dos Campos (Brazil), to encourage girls aged 11 to 17 years old to increase the female participation in STEM fields.

The project works in two different actions: workshops for young girls aged 11 to 14 years old; and lectures given by female undergraduate students, for girls between 15 and 17 years old. The first one action aims to expose the young girls in hands-on activities, providing a playful experience with STEM knowledge. Then, the second action aims to present real examples of young women who have been developing a career in these areas, and also feature some women pioneering scientists, to reduce stereotypes about women in STEM. Hence, this project intent to promote actions capable of stimulating and encouraging, through the expansion of knowledge, affording support for more girls to enjoy faired and equated opportunities in STEM fields.

Keywords:

STEM, Equity, girls interests, gender gap.