{"id":55,"date":"2025-06-02T11:56:56","date_gmt":"2025-06-02T10:56:56","guid":{"rendered":"https:\/\/research-sites.cardiff.ac.uk\/reducing-gender-disparity-in-higher-education\/?page_id=55"},"modified":"2025-12-17T09:27:33","modified_gmt":"2025-12-17T09:27:33","slug":"background","status":"publish","type":"page","link":"https:\/\/research-sites.cardiff.ac.uk\/reducing-gender-disparity-in-higher-education\/about\/background\/","title":{"rendered":"Background"},"content":{"rendered":"

Reducing gender disparity in higher education<\/strong>, particularl<\/strong>y in the science, Technology, Engineering, and Mathematics (STEM<\/strong>) fields, is a pressing concern<\/strong> that requires a multifaceted approach<\/strong> because (i) women<\/strong> can contribute to<\/strong> the diversity and creativity<\/strong> of the STEM workforce. (ii) Scientific careers should be open to talent<\/strong> and not limited by personal factors like race or gender [1]. Historically, women have been underrepresented<\/strong> in these disciplines due to<\/strong> a combination of societal stereotypes, lack of mentorship<\/strong> opportunities, and insufficient institutional support<\/strong>. Addressing these barriers is <\/strong>essential not only for promoting equity<\/strong> but also for enhancing innovation and competitiven<\/strong>ess in the global economy. Furthermore, the progress towards gender equality in these fields is still alarmingly slow [2].<\/p>\n

Women and girls’ low levels of engagement in STEM can be attributed to<\/strong> a variety of factors: There are stereotypes<\/strong> in schools and families that boys excel in science and<\/strong> math, as well as perceptions<\/strong> that STEM careers are not suitable for women. As the Gender Equality Partnerships Grant<\/strong> aims to foster gender equity in Egypt<\/strong>, since Egypt is dedicated to attaining gender equality, as stated in Egypt’s Vision 2030<\/strong>, and gender equality is a significant component of education. The primary objective<\/strong> of this proposal is to encourage women\u2019s access to education, healthcare, and employment<\/strong> opportunities in public health care, environmental science and engineering<\/strong> within a one-year timeframe. By addressing systemic barriers that impede gender equality, the grant seeks to create sustainable change<\/strong> that can be replicated beyond the project\u2019s duration.<\/p>\n

To achieve these objectives, several activities<\/strong> will be undertaken. Firstly, knowledge transfer workshops <\/strong>will be organised for the Egyptian partners to raise awareness about gender issues and equip them with tools for implementing equitable strategies. Secondly, the initiative will support mentorship programs<\/strong> connecting young women with role models in STEM, thereby encouraging their participation in traditionally male-dominated sectors. Additionally, community outreach campaigns<\/strong> will focus on educating families about the importance of gender equality and its broader societal benefits.<\/p>\n

One effective strategy for mitigating gender disparity is the implementation of targeted outreach <\/strong>programs aimed at young female students<\/strong>. These initiatives can take various forms, including workshops, summer camps, and mentorship schemes<\/strong> that expose female students to role models in STEM<\/strong>. By fostering an early interest in these fields and providing relatable figures who have successfully navigated similar challenges, educational institutions can help dismantle the stereotypes that discourage female participation.<\/p>\n

Additionally, implementing gender equality training programs for faculty staff<\/strong> can create a more equitable assessment process during admissions and evaluations. Such measures<\/strong> not only benefit women but also contribute to a richer academic culture where diverse perspectives are valued.<\/strong><\/p>\n

\"\"<\/figure>\n

Girls learning mathematics at Hjallastefnan Primary school in Reykjavik, Iceland on the 2nd June 2025. Photo: Dr (PhD) Diana Contreras.<\/p>\n

This project is connected to Cardiff University and the Wellcome Trust-funded Ignite project entitled: ‘Reducing gender disparity in STEM from kindergarten to Professional life’<\/strong>. Dr (PhD) Diana Contreras<\/strong><\/a> also leads this project<\/strong>. Dr Contreras realised that high school<\/strong> could already be too late to break the gender stereotypes<\/strong> constructed since childhood, and<\/strong> that men must also be included in this process<\/strong>. Therefore, she considered it necessary to learn from education models implemented since infancy, as well as others focused on attracting women already working in STEM<\/strong> to consolidate their positions as independent researchers in the academy. Contacting institutions that implement these models will enable the project team to build a network among educational institutions that promote gender equality and challenge stereotypes, as part of an action plan to address gender disparities actively.<\/p>\n

 <\/p>\n

References<\/strong>
\n[1] Fox, M. F., Sonnert, G., & Nikiforova, I. (2009). \u201cSuccessful Programs for Undergraduate Women in Science and Engineering: Adapting versus Adopting the Institutional Environment\u201d, Research in Higher Education, 50(4), 333-353.
\n[2] Casad BJ, Franks JE, Garasky CE, Kittleman MM, Roesler AC, Hall DY, Petzel ZW. (2021), \u201cGender inequality in academia: Problems and solutions for women faculty in STEM\u201d, Journal of Neuroscience Research, 99: 13\u201323.<\/p>\n

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