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This report presents the key findings of research into the impacts of the [Coronavirus Disease 2019] COVID-19 pandemic on women in the science, technology, engineering and mathematics (STEM) workforce in the Asia-Pacific region. It explores the impacts on STEM careers and individual wellbeing and identifies ways organisations and individuals within the STEM system can support gender equity in STEM.

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In this report, [the authors provide an] inclusive understanding of military-connected undergraduates by using U.S. Department of Education data, from the 2011-12 academic year, to disaggregate various military personnel (i.e., members of the National Guard, reservists, and active duty personnel) from veterans to examine points of difference on demographic and socioeconomic characteristics, as well as on key factors associated with college enrollment, persistence, and completion. In doing so, [the authors] provide three key takeaways: (1) America's military-connected undergraduates are diverse along demographic and economic lines; (2) A vast majority of military-connected students applied for and received financial aid. However, the sources of financial aid (i.e., loans, grants, VA/DoD [Veterans Affairs/Department of Defense benefits]) varied by military background and not all use VA/DoD education benefits; and (3) A large share of military-connected undergraduates face life circumstances that research shows are associated with postsecondary non-completion.

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The underrepresentation of women in engineering is well known and unresolved. However, Turkey has witnessed a shift in trend from virtually no female participation in engineering to across-the-board proportions that dominate other industrialised countries within the 76 years of the founding of the Turkish Republic. This paper describes the largest known direct cross-sectional study of women in engineering in Turkey with over 800 participants. The methods include survey and facilitated focus groups. The study shows that women in Turkey choose engineering mainly because they enjoy the underlying mathematics and science. There is no gender bias on the part of teachers or fellow students; however, women students believe that they have fewer opportunities than male peers and acutely feel the lack of role models. Working professionals in industry or government perceive that women assume a more indirect, supporting role; however, women overall strongly affirm their selection of engineering despite some negative factors.

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This report focuses on careers' exploration practices and programs for girls and young women in Australian schools. It emphasises strategies that promote active exploration of, and engagement with, study pathways in STEM (science, technology, engineering and mathematics) and careers in non-traditional occupations and industries, and identifies how career choices and long-term economic outcomes can be improved for Australian women. It includes a range of innovative practices in Australian secondary schools that aim to assist young women to convert their school success to career success in STEM and other non-traditional occupations and industries. Consultations for this research focussed on identifying best practice approaches to careers' exploration for young women.

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The under-representation of women in science has been explored in-depth and there are numerous organisations and initiatives striving to improve gender diversity in science, technology, engineering and mathematics (STEM) study and careers. However, despite this attention, currently only 13 per cent of all STEM jobs in the UK are occupied by women. The loss of women at later stages of a career pathway is often referred to as ‘the leaky pipeline’. It has been estimated that ‘it will take 50 or 80 years before we get gender equality if we just keep doing the same thing, hoping that the pipeline will produce more women’ scientists.

The Science and Technology Committee is appointed by the House of Commons to examine the expenditure, administration and policy of the Government Office for Science and associated public bodies. With the intention of complementing the work of the Business, Innovation and Skills (BIS) Committee published in its 2013 report ‘Women in the workplace’, this inquiry on women in STEM careers, focusing on the retention of women in academic STEM careers, was launched on 25 June 2013. The inquiry sought written submissions on the following questions: Why do numbers of women in STEM academic careers decline further up the career ladder? When women leave academia, what careers do they transition into? What are the consequences of scientifically trained women applying their skills in different employment sectors? What should universities and the higher education sector do to retain women graduates and [doctorate of philosophy] PhD students in academic careers? Are there examples of good practice? What role should the government have in encouraging the retention of women in academic STEM careers?

The inquiry received over 90 written submissions and took oral evidence from 13 witnesses including academic researchers, diversity and equality groups, universities, research and funding councils and the government. This report concentrates on STEM careers but also highlights the need for a holistic approach to tackle gender diversity, which includes STEM education. The report outlines why gender diversity in science matters, explores how gender perceptions affect the retention of women in STEM careers, and covers the practicalities of an academic research career. Recommendations are made under the topics of: business case for retention of women in science; the role of government; women in academia; the nature and funding of research careers; and management of research careers by higher education institutions.

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Artisanal and small-scale mining (ASM) has grown significantly with approximately 40.5 million people directly involved, and an additional 150 million dependent on the sector for their livelihood. Though not often acknowledged, the role of women in ASM is significant, as they make up around 30 per cent of the total workforce, and up to 50 per cent in some regions. Although cultural and historical aspects have relegated women's participation to the periphery, women have always been part of the mining workforce. However, the cultural and institutional constraints women face have ensured their involvement in the most value-bearing places such as pits and fair markets is practically non-existent. The various challenges women face within this sector have been sporadically highlighted in the literature, and a systematic and in-depth approach to understanding those challenges has been inadequate.

With some research limitations, this report from the Intergovernmental Forum on Mining, Minerals, Metals and Sustainable Development takes a focused approach to understanding the key bottlenecks to women's full participation, including access to finance, equipment and technology, and institutional support and services, with the aim of informing highly sought interventions to address those challenges

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The visibility of female role models in science is vital for engaging and retaining women in scientific fields. In this study, we analyse four senior secondary science courses delivered across the states and territories in Australia: Biology, Chemistry, Environmental Science, and Physics. We compared male and female representation within the science courses by examining the mentions of male and female scientists along with the context of their inclusions in the syllabuses.

We find a clear gender bias with only one unique mention of a female scientist. We also find a clear Eurocentric focus and narrow representation of scientists. This bias will contribute to the continuing low engagement of women in scientific fields. We outline possible solutions to address this issue, including the accreditation of scientific discoveries to include female scientists and explicit discussion of structural barriers preventing the participation and progression of women in science, technology, engineering, and mathematics (STEM).

Published abstract.

Forthcoming article first published online 28 August 2023 by Sage Journals. Show less

Engineering should be as diverse as the people it serves. For all Australian workplaces, diversity is good for culture and outcomes. Businesses thrive with a mix of ideas and views from people with different backgrounds and experiences. Women make up 47 per cent of all employed people in Australia. In engineering, they make up 12 per cent of the workforce and 16 per cent of students studying at universities. Diversity in engineering education is a national issue needing urgent attention.

In May 2019, the Engineering for Australia Taskforce came together and identified issues that contribute to the low participation of women in engineering. This paper explores actions for change.

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The report 'Women in entry-level training' (indexed at TD/TNC 30.16) resulted from a review of an earlier report entitled 'Women in apprenticeships'. It identified five objectives that are supported by a number of strategic approaches and recommendations intended to increase the participation of women in entry-level training and improve the current gender segregation in the Australian labour force. This Northern Territory implementation plan for 'Women in entry-level training' was developed by a working group comprising representatives from industry, unions, government and training agencies. It is presented in two parts: part one presents strategies for implementing recommendations one to 26 of the 'Women in entry-level training' report; and part two focuses on the identified strategies to increase the proportion of women in non-traditional trades. Show less

Funded by the European Union and partially implemented by UNESCO in collaboration with the Government of Malawi, the Skills and Technical Education Programme (STEP) is dedicated to reinforcing technical, entrepreneurial and vocational education and training (TEVET) in Malawi. The programme will run from 2016-2020 and aims to improve TEVET at post-secondary level with a focus on: equal access to enrolment, with particular focus on female learners; improving quality in the sector; and establishment of clear governance structures.

The objectives of this study were to examine the current situation of TEVET from a gender and inclusion lens and to conduct gender and inclusion analysis of TEVET policies and plans, institutions and training programmes, including TEVET teacher training, in order to promote equitable and gender-balanced access to TEVET. Data were collected from 15 separate institutions. Research was conducted in 12 technical training institutions, selected to include representatives of all the four types currently found in Malawi: public technical colleges (TCs), private TCs, community TCs (CTCs) and community skills development centres (CSDCs). The study also collected data from the Lilongwe Vocational Institute (VI) (run by the Malawi Council for the Handicapped, MACOHA), which caters to students with disabilities (SWD), and two training institutes for TEVET teachers.

The main conclusions from the study are that the enrolment for females and SWD is very low, especially in the male-dominated trades. Both female students and SWD face a range of barriers that limit their chances for access to and success in TEVET programmes. Gender based violence (GBV) in many forms exists in all colleges visited and existing codes of conduct require strengthening and enforcement. All instructors and administrators reported the dire need for career guidance and role-modelling activities in technical colleges and local communities to sensitize students and community members on TEVET programmes. While enrolment figures remain low, efforts by the Technical, Entrepreneurial, Vocational, Education and Training Authority (TEVETA) and others to increase career guidance and promote the visibility of females in the TEVET system are increasing, and should be supported and augmented. TEVET's image and status continues to require improvement. A comprehensive, multi-pronged promotional approach is required to increase access and success for females, SWD and other vulnerable students. The report provides a number of policy and programming recommendations.

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