The challenge:

In the coming years, with Europe’s knowledge economy developing and new technologies on the rise, skills in science, technology, engineering and mathematics (STEM) are even more necessary in order to have a broad range of careers. It is therefore imperative to attract and recruit more youth to STEM study programmes; not just to increase the numbers of STEM-trained professionals, but also to increase the diversity of STEM-trained professionals.

Who we are:

We are a group of educational practitioners, scholars, business people and policy makers with a diverse set of backgrounds and expertise coming from 13 countries in Europe and Israel. We come together sharing a common vision of how STEM could be communicated to young people.

Vision Statement:

The Vision of Hypatia is a European society that communicates science to youth in a gender inclusive way in order to realise the full potential of girls and boys around Europe to follow STEM related careers.

Mission Statement:

Hypatia aims to:

– Foster partnerships among schools, museums and science centres and industries and offer gender inclusive STEM education to young people
– Actively expose young people and especially girls to the variety of STEM related careers.
– Encourage young people to open up their horizons and expect everything from the field of STEM

Strategic Objectives:

To fulfil its mission Hypatia will work to:

– Provide guidelines for schools, museums and industries on gender inclusion
– Provide ready to use activities for schools, museums and industries that incorporate gender inclusion
– Promote dialogue among policy makers, industry and school decision makers on the issue of gender inclusion
– Create a Pan European campaign for and with young people focusing on gender inclusion and career paths in STEM
– Provide renewed gender inclusion criteria

Theoretical Framework:

In all its products and communications, Hypatia follows the developed Theoretical Framework. The Theoretical Framework distinguishes four levels of engagement:

Societal Level – Gender identity is shaped and influenced by the culture and society which institutions, educators, and learners are immersed in. These conditions are difficult or even impossible for educators to change, but by being aware of them, we may help offset or counteract their effects.

Institutional Level – Institutions routinely embed gender meanings in their ideologies, the distribution of resources, and the way they organise their practices (Risman & Davis, 2013). Being aware of the potential gendering of this and making that gendering explicit can help educators counteract or circumvent them.

Interactional Level – It is important to have considered the ways in which the interactions between the participants may inadvertently create and reproduce inequality.

Individual Level – When girls and boys encounter science education activities, they already have well-established gender identities. To avoid feeding into the sense that the science activities they encounter are for certain kinds of learners and not for others, it is important to avoid building essentialist presumptions into the activities.

Join us

Hypatia invites people and organisations to share values, to join us and to sign our vision.

Join:

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See who has already joined our vision:

NameOrganisationCountry
Suzana FilipeckiEcsiteBelgium
Sophie BuchaillardCreative Confidence ConsultingUnited Kingdom
Maria PerdiouUnited Kingdom
Julie HellesDenmark
Michaela PletzerAUDIOVERSUMAustria
Thomas CliffordDatamuseet IT-ceum - The Swedish Computer History MuseumSweden
Sheena LaursenExperimentariumDenmark
Aleksandra Amaladass
Science Gallery DublinIreland
Tomas JonssonTeknikens HusSweden
David BroströmTeknikens HusSweden
Linda JohanssonTeknikens HusSweden
Emma Videhult LagerstedtTeknikens HusSweden
Helena LiljaTeknikens HusSweden
Kristina JonssonTeknikens HusSweden
Vasiliki MoukriotouHellenic Petroleum SAGreece
Christina PloutoglouThessaloniki Olympic MuseumGreece
Panagiota ArgyriModel High School Evangeliki of SmyrnaGreece
Konstantinos PasentsisInsitute of Applied Biosciences/CERTHGreece
Eleni Kalaitzidou1 peiramatiko gymnasio Thessaloniki's (school)Greece
Petros TsintzosDIEK KILKISGreece
Theodoros PierratosCentre of Natural Sciences of EvosmosGreece
Eleana BallaNOESIS- Thessaloniki Science Center and Technology MuseumGreece
Anne van de VenNEMO Science MuseumNetherlands
Natalia Grzywacz-LeszkowskaEXPERYMENT Science Centre in GdyniaPoland
Eti OronBloomfield Science Museum JerusalemIsrael
Marianne NilssonTeknikens HusSweden
Francesca FDublin City UniversityIreland
Maria KarnezouNOESISGreece
Sonia Garcinuño"la Caixa" FoundationSpain
Maria AdlerbornTeknikens HusSweden
Mairead HurleyScience Gallery DublinIreland
Carmen Fenollosa Sánchez de LeonUnited Kingdom
Bernardo Leon de la Barra
School of Engineering and ICT University of TasmaniaAustralia
Carolina Figueira
Portugal
Sara Ricciardi
INAF IASF-BOItaly
Mónica Cañón
IES Pino RuedaSpain
Costas Tsapoyrnas
KESYP WHITE TOWERGreece
Marga SmythSpain
Ana Tereza Pinto FilipeckiFiocruz/Ministry of HealthBrazil
Carmen Garcia GonzalezTeacher High SchoolSpain
Sofia MartinDiO2Spain
Raquel SimóIES Salvador Gadea (Aldaia, Valencia)Spain
Aurora Cabanes CastelloIES Clara CampoamorSpain
Bruna Santos

State University of Rio de JaneiroBrazil
Julia Herrero-Albillos
CUDSpain
Anna Maria Pasanisi

Scuola secondaria Italy
Sinead MurrayInternationella Engelska SkolanSweden
Sarah Funk


Association ScienceCenter-NetworkAustria
Rocio Godoy Garzon

Spain
Hakeem ArioriCAVSINigeria
Loucas Louca



European University - CyprusCyprus
Andrea EliadouCreative Learning and Play Center for Children - CyprusCyprus
Sara RochaUniversity of VigoSpain
Meie van Laar NEMO Science Museum Netherlands
Irene CionniENEAItaly