In addition to contributing to social justice, the inclusion of a broader diversity of women and men in science will give Europe an important competitive advantage. However, research shows that many institutions involved in science, technology, engineering and mathematics (STEM) education have built-in gender excluding mechanisms. This means that attempts to increase girls’ and women’s participation in STEM requires a transformation in the cultures and capacities of STEM institutions.
Institutional transformation can take place through the gradual development of the institution’s capacity to develop, realise, and evaluate gender-inclusive activities. This development involves the institution’s internal organisation as well as its external activities. Building gender inclusion capacity involves action at the individual, interactional, and institutional levels, and can be constructively supported by external actors.
The project Hypatia is based in this four-tier conception of institutional capacity. The present document draws on the collective experiences of Hypatia partners, third parties, Advisory Board and Gender Panel as well as on recent research on institutional change, gender inclusion, and STEM education to formulate a set of concrete guidelines to guide the transformation of STEM institutions towards gender inclusion. It targets two main audiences:
Staff members, educators and managers of schools, science centres and museums, industry and research institutions who are involved in STEM education
Decision-makers and stakeholders in STEM education at the local, regional, national or international level