According to statistics presented by the American Association of University Women (AAUW), women occupy only 28% of the workforce in science, technology, engineering and mathematics, according to statistics presented speak American Association of University Women (AAUW). Why so little? Reasons include stereotypes, lack of pedagogical guidance to include them in science production activities, inculcated gender roles in the family, etc. next webinar will address a different cause: the lack of effective mentoring in STEM fields from a gender perspective.
Entitled “Mentoring that guides, inspires and directs – Women in STEM“, the next issue of Observatory Webinars will address the development of women in science, the progress made to date, and what needs to be done to balance the female presence in the classrooms and offices that produce science. The broadcast will take place this Tuesday, March 29 at 4:00 p.m. (Central Mexico).
One of the critical points to discuss is how to coach to motivate women to enter and stay in scientific work. Women who have had life experiences and professional careers in STEM can inspire and share their stories with other candidates interested in these areas of knowledge through a mentor-mentee relationship. This method of support and teaching can bring significant advantages in the learning process and contribute to the permanence of students and professionals in STEM. According to All togethera blog from the Society of Women Engineers (SWE), mentoring has enormous power to unlock the scientific potential of female students.
Mentors can share not only their knowledge in their fields of study, but also their practical wisdom and experience. They can lead by example and build confidence and self-esteem in students to study and practice the scientific profession. They can also be empowering and resilient to stick around and excel in high-performance environments, such as STEM.
When mentors are peers with similar experiences or backgrounds to the people they mentor, this maximizes the benefits of didactic interactions. Few things reinforce and instill more confidence than seeing similar people in leadership positions sharing information about their career path and coaching. This principle will be the focus of the online conversation led by María Ileana Ruiz Cantisani and Silvia García de Cajén.
The credentials of both scholars make them ideal for fully explaining how effective mentorship positively affects the academic and future work of women in STEM. María Ruiz Cantisani holds a doctorate. in pedagogical innovation, a master of science and a specialty in quality systems. She is Director of Liaison and Training Partners of the National School of Engineering and Science and a member of Women Engineers in Engineering and Science. She served on the National Leadership of the Mentorship Committee from 2019-2021 and currently participates in the Latin American Open Chair Matilda and Women in Engineering, among other mentorship and research committees.
Silvia García de Cajén has completed her doctorate. at the University of Santiago de Compostela in Spain. She has two engineering degrees, electromechanical and industrial. It specializes in the teaching of experimental sciences. Sylvia is a full professor and researcher at the Faculty of Engineering of the National University of Central Buenos Aires. She also leads a MID educational research group for the insertion of women in STEM and coordinates the research committee of the open Latin American chair Matilda and Women in Engineering.
If you are interested in the subject of STEM education and research or believe that there is a gender gap in this field and would like to know different ways to encourage greater presence of women in these studies, do not miss our next webinar this Tuesday, March 29 at 4 p.m. CDMX. The show will be in Spanish, but if you are an English speaker and want to learn more about mentorship, other teaching styles and women in STEM careers, we share the EDUTRENDS report on mentorship, referral links the low female population in these areas of study, and how to start balance the scales.
Translation by Daniel Wetta