Innovating Works

GirlsInScience

Financiado
Building an Evidence Base for Reducing Gender Bias in Educational Pathways
In 2012, the European Commission launched the campaign Science: It’s a girl thing!, aimed at encouraging women to choose research careers, as they are sorely underrepresented in science, technology, engineering, and mathematics (S... In 2012, the European Commission launched the campaign Science: It’s a girl thing!, aimed at encouraging women to choose research careers, as they are sorely underrepresented in science, technology, engineering, and mathematics (STEM). Given that gender disparities in aptitude for specific fields are generally very small, highly gendered skewness in educational choices suggest pathways dictated by stereotypes rather than abilities, leaving valuable STEM talents unused. Many European countries have invested in boosting girls’ participation in STEM through workshops with girl-oriented science topics, contact with female role models, and information packages. However, the vast majority of these initiatives have not been scientifically evaluated. Further, most programs leave untouched one of the key underlying processes keeping girls from STEM that emerge from the research literature, namely daily socialization reinforcing gender stereotypes in the school and family context. I aim to fill this gap by developing a video-feedback intervention aimed at reducing teachers’ (largely unconscious) gendered classroom interactions in primary and secondary schools, testing its effectiveness in reducing gender disparities in STEM in a randomized control trial (RCT), and longitudinally investigating salient family processes from infancy to late adolescence to inform parent education programs. This approach is innovative because it is the first to apply and rigorously test a video-feedback intervention aimed at reducing gendered interactions in schools. Further, the comprehensive scope of the study design is unique because it includes children and adolescents across development in both the school and the family context. The insights from this study will provide new avenues for both research and practice regarding gender socialization. The project fits seamlessly with my expertise in gender socialization, and experience with longitudinal and RCT projects in schools and families. ver más
30/09/2022
ULEI
2M€
Duración del proyecto: 66 meses Fecha Inicio: 2017-03-16
Fecha Fin: 2022-09-30

Línea de financiación: concedida

El organismo H2020 notifico la concesión del proyecto el día 2022-09-30
Línea de financiación objetivo El proyecto se financió a través de la siguiente ayuda:
ERC-2016-COG: ERC Consolidator Grant
Cerrada hace 8 años
Presupuesto El presupuesto total del proyecto asciende a 2M€
Líder del proyecto
UNIVERSITEIT LEIDEN No se ha especificado una descripción o un objeto social para esta compañía.
Perfil tecnológico TRL 4-5