About this paper

Appears in:
Pages: 2714-2717
Publication year: 2020
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.0809

Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain

INCORPORATING THE GENDER PERSPECTIVE IN A CELL BIOLOGY COURSE

Introduction:
Women outnumber men in college completion, bachelors, masters and doctoral degrees. However, women are underrepresented in science, technology, engineering and mathematics (STEM). Several reasons include absence of female models in these areas, less confidence of girls in their performance, the traditionally role assigned to women, occupational difficulties for women in the future, etc. For UNESCO, promoting women's access to scientific and technical careers is a requirement, and one key issue is the incorporation of gender perspective in teaching practice. Make visible women who are doing amazing things in the field of STEM or to raise awareness of greatest women scientists who have made significant advances in STEM field might eliminate gender stereotypes and promote gender equality.

The objectives of this work are:
1) To rise awareness of the contributions made by women to the discipline,
2) to promote a reflective and critical thinking to plurality and diversity,
3) to encourage women’s engagement with STEM subjects,
4) to know students’ opinion about this activity.

Methods:
The study was performed with 74 students (26 women and 48 men) enrolled in Fundamentals of Human Biology, of the first year of the Degree in Biomedical Engineering in the University of Alicante. The students were asked to carry out a project consisting in looking for a woman scientist who made greatest contributions in Cellular and Molecular Biology. They had to write a brief biography with relevant information about their scientific achievements and their valuation by society. The project was orally presented in the classroom. A survey was made in order to know students’ opinion about this activity.

Results and conclusions:
It has been shown that gender gap in science derives from stereotypes, educational and cultural factors and, therefore, it must be modified. Students have perceived that science does not exclude women but it is society that does it, then women can reach the top. On the other hand, students have become aware of the gender bias present in science. Students think these activities can contribute to correcting inequalities and promoting equality.
@InProceedings{SEGOVIA2020INC,
author = {Segovia, Y. and Navarro-Sempere, A. and Victory, N. and Pinilla, V. and Garcia, M.},
title = {INCORPORATING THE GENDER PERSPECTIVE IN A CELL BIOLOGY COURSE},
series = {14th International Technology, Education and Development Conference},
booktitle = {INTED2020 Proceedings},
isbn = {978-84-09-17939-8},
issn = {2340-1079},
doi = {10.21125/inted.2020.0809},
url = {http://dx.doi.org/10.21125/inted.2020.0809},
publisher = {IATED},
location = {Valencia, Spain},
month = {2-4 March, 2020},
year = {2020},
pages = {2714-2717}}
TY - CONF
AU - Y. Segovia AU - A. Navarro-Sempere AU - N. Victory AU - V. Pinilla AU - M. Garcia
TI - INCORPORATING THE GENDER PERSPECTIVE IN A CELL BIOLOGY COURSE
SN - 978-84-09-17939-8/2340-1079
DO - 10.21125/inted.2020.0809
PY - 2020
Y1 - 2-4 March, 2020
CI - Valencia, Spain
JO - 14th International Technology, Education and Development Conference
JA - INTED2020 Proceedings
SP - 2714
EP - 2717
ER -
Y. Segovia, A. Navarro-Sempere, N. Victory, V. Pinilla, M. Garcia (2020) INCORPORATING THE GENDER PERSPECTIVE IN A CELL BIOLOGY COURSE, INTED2020 Proceedings, pp. 2714-2717.
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