1 University of Granada (SPAIN)
2 Fundación Progreso y Salud, GENyO (SPAIN)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 8380-8383
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.2151
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
Introduction: According to UNESCO data, only around 30% of the world’s researchers are women. There is an underrepresentation of women in science, technology, engineering, and mathematics especially in terms of recruitment, retention, and promotion. This gender gap is much more accentuated at higher and more relevant positions, consistent with the existence of a glass ceiling.

Objectives: As female researchers and professors at the highest educational level, we must recognise the empowerment of women in science and research and highlight the disparity between women and men. In this context, Our main objective is to make students aware of the discrimination suffered by women throughout their scientific careers, especially when they try to access positions of responsibility. In addition, we aimed to analyze students’ perception about differences between women and men based on their own experiences.

Methods: As part of the initiative of the University of Granada called “Science Career Paths”, we participated as speakers to present our research experience and the challenges we have faced as women in science. Besides, we conducted an anonymous survey based on 22 questions amongst students of University of Granada from different degrees and postgraduate studies (N = 456).

Results: 92 women teachers participated in “Science Career Paths” on February 11th 2021, “The International Day of Women and Girls in Science”, to visualize the research career of women at the University of Granada. Sixty eight percent of students who successfully completed the survey were women. Most of the students (46.6%) studied Bioscience taking Biochemistry subjects in seven different degrees (Biology, Biochemistry, Biotechnology, Nursery, Pharmacy, Physiotherapy and Medicine). The rest of students were enrolled in Social Sciences (22%), Sciences (4.4%), Engineer (4.1%) and master courses (22.79%).

Conclusions: In general, students were highly motivated with the activities proposed to handle gender equality. However, most of the students who completed the survey were women and studied BioSciences degrees. In conclusion, our students do not appreciate differences regarding sex in abilities related to initiative and creativity. Although students consider women and men as equals, they admit that science has not treated men and women equally over time. Nowadays, students recognize the existing gender gap, especially in relevant management positions, even when men and women share the same abilities and skills. They attribute this gap to the balance of personal, family and work life, which is not equally facilitated for both men and women.

C. Torres-Perales and M. Cuadros contributed to the manuscript equally.
Gender, equality, higher education.