Guidelines for Gender Equality Programmes in Science - GeNet

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The project leading to these results has received funding from the European Community’ s Seventh Framework Programme FP7/2007 - 2013 under the grant agreement n° 217754 and from IGRUE- Inspectorate General for Financial Relations with the European Union, Ministry for Economy and Finance - Italy. Legal notice The views expressed in this publication are the sole responsibility of the author and do not necessarily reflect the views of the European Community. The Community is not liable for any use that may be made of the information contained therein. Author: Marina Cacace - ASDO Via Pasubio, 2 - 00195 Roma (Italy) info@asdo-info.org December 2009
Guidelines for Gender Equality Programmes in Science
Page 1: Guidelines for Gender Equality Prog
Page 5: Acknowledgements These Guidelines a
Page 8 and 9: Chapter Seven - Objective 2: Gender
Page 10 and 11: their achievements, was the main ai
Page 12 and 13: Learning from experience The need t
Page 17 and 18: Summary chart 4 Tools (p.159) 1. Aw
Page 19 and 20: Efficiency (p. 199) # 1. FUNDING MI
Page 21 and 22: Introduction These guidelines are t
Page 23 and 24: The Guidelines are organised into f
Page 25: Women and science: problems and iss
Page 29 and 30: [1. Looking at the numbers] Wo m e
Page 31 and 32: is in line with the EU-27 average (
Page 33 and 34: Graph 4 - Female tertiary graduates
Page 35 and 36: The availability of accessible, aff
Page 37 and 38: shaping men and women’s professio
Page 39 and 40: diagram showing women’s decreasin
Page 41 and 42: there is some evidence that women t
Page 43 and 44: (Ziman, 2000), marked by some struc
Page 45 and 46: References Allmendinger J., Podsiad
Page 47: Schiebinger L. (1999). Has Feminism
Page 51 and 52: [1. Finding solutions] For some yea
Page 53 and 54:
science, but the result of a specif
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Strategy one A friendly environment
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LINES OF ACTION Two main lines of a
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tion and success rates, of academic
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- The Gender Equity Project at the
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interested parties. The goal of the
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- The New Mexico State University/A
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sexual harassment. Moreover, a cros
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- In the Georgia Tech ADVANCE-IT pr
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e s e a r c h e r s ’ mobility al
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76 provides them with start-up aid.
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[Rationale] One mark of a welcoming
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Recommendation # 11 Providing perso
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- The strategy adopted at the Unive
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discussions, favouring exchange of
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(Australia’s Commonwealth Scienti
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Introduction Shaping the fabric of
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[Rationale] Its image of neutrality
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- The Autonomous University of Barc
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- In the Leadership Development for
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[Rationale] Influencing the epistem
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esearch of the participating univer
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- A guide to teach ICTs in a gender
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example, a “functional food” st
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- In 2009, the European Commission
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Strategy three Women’s leadership
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Recommendation # 20 Strengthening w
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Disseminate information about avail
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ed projects headed by male scientis
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gender composition of personnel are
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LINES OF ACTION One line of action
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Provide women with personal assista
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sion-making bodies is probably the
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Recommendation # 26 Making women ca
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School of Management, designed to s
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Communicate and reward women’s sc
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[Rationale] In the “post-academic
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Promote new research environments l
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Promote mobility schemes allowing w
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Programmes that work A map of tools
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[1. Awards and recognitions] Descri
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onment in the science and technolog
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[6. Coaching] Description Coaching
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Examples of practices The internal
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Application domains Different kinds
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nals; to pay membership fees of sci
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Examples of practices The establish
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Application domains Needless to say
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versity departments, and the constr
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junior women faculty to facilitate
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Examples of practices The Equal Opp
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[27. Research and data collection]
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./. Examples of practices The “Ex
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[30. Web-based discussion spaces] D
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Programmes that work Action pattern
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[1. Relevance] Relevance refers to
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tional context, national traditions
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# 3. PROGRAMME LEADERSHIP - Ensurin
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# 1. FUNDING MIX - Diversifying fin
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# 1. SUSTAINABILITY PLANNING - Plan
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Programmes that work Some conclusio
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institutional places where gender i
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[7. Protecting programme vitality]
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Bijker W.E., d’Andrea L. (eds.) (
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Dar-Nimrod I., Heine S.J. (2006). E
Page 224 and 225:
Faulkner W. (2007). 'Nuts and Bolts
Page 226 and 227:
Gupta A.K., Mashelkar R.A. (2005).
Page 228 and 229:
Ledin A., Bornmann L., Gannon F., W
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OECD (2006). Women in Scientific Ca
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Scott K.A., Brown D.J. (2006). Fema
Page 234 and 235:
Xie Y., Shauman K.A. (2003). Women
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1.2. The knowledge management persp
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Table 1 - Mailing list entries by g
Page 240 and 241:
Table 4 - Programmes by country (fi
Page 242 and 243:
A medium Synthetic Quality Index wa
Page 244 and 245:
4.3. Assessment and benchmarking: s
Page 246 and 247:
6.1. Structure Every record is divi
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240
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242
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244
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246
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Country Promoter Programme Australi
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Country Promoter Programme Czech Re
Page 260 and 261:
Country Promoter Programme Greece I
Page 262 and 263:
Country Promoter Programme United K
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Other programmes and initiatives ci
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