Guidelines for Gender Equality Programmes in Science - GeNet

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PRAGES Teams Department for Equal Opportunities, Presidency of the Council of Ministers (Italy) Michele Palma (team coordinator) Serenella Martini Marino Di Nardo Irene Zancanaro ASDO – Assembly of Women for Development and the Struggle against Social Exclusion (Italy) Marina Cacace (team coordinator) Giovanna Declich Maresa Berliri Marina Bruni Martha Foschi Dominika Kupczyk Marysia McGilvray Giovanna Murari Andrea Peto TETALAP – Hungarian Sciences and Technology Foundation (Hungary) Katalin Kálai (team coordinator up to spring 2009) Beata Szoboszlai (team coordinator from spring 2009) Dóra Groó Mária Palasik Richard Gönczi Department of Sociology and Social Research, University of Milan – Bicocca (Italy) Francesca Zajczyk (team coordinator) Francesca Crosta Brunella Fiore Sabrina Ortelli Pietro Palvarini Danish Centre for Studies in Research and Research Policy, Aarhus University (Denmark) Evanthia Kalpazidou Schmidt (team coordinator) Stine Thidemann Faber Centre for Equality and Diversity at Work, Manchester Business School (United Kingdom) Marilyn Davidson (team coordinator) Sandra Fielden Carrie Hunt Jackie Kan Helen Woolnough Centre for Study and Research “Women and Gender Differences”, University of Milan (Italy) Daniela Falcinelli (team coordinator) Bianca Beccalli Antonio Chiesi Claudia Sorlini Elisa Rapetti Sara Benjamin Sveva Magaraggia Center for Gender in Organizations, Simmons College School of Management (United States) Patricia H. Deyton (team coordinator) Alice Hogan Kerri Kivolowitz Kathleen Ryan Department of Sociology, University of Cambridge (United Kingdom) Jackie Scott (team coordinator) Anna Bagnoli Research School of Social Science, University of Queensland (Australia) Gillian Whitehouse (team coordinator) Carlie Rocco European University Institute (Italy) Giulia Calvi (team coordinator) Valentina Fava
Acknowledgements These Guidelines are the result of a collective endeavour which benefited from the contribution of many individuals and institutions. Special thanks must go to the representatives of the organisations promoting the gender equality programmes analysed in the framework of the project, who contributed their time and effort to provide the project staff with the great deal of information required. Even though, for obvious reasons of space, only a part of the programmes have been explicitly mentioned in the Guidelines, all have constituted invaluable sources of information and insight. The complete list of the programmes can be found in Annex 2. A warm thank you is also addressed to the scholars and experts who agreed to review the first draft of the Guidelines, helping to improve them and to avoid mistakes and inaccuracies. They are: Lígia Amâncio, Fundação para a Ciência e a Tecnologia (Portugal); Sandra Berzina, Latvian Women in Science – LaWiSe (Latvia); Marion Boland, Science Foundation Ireland - SFI (Ireland); Maria Caprile, Centre d’Iniciatives i Recerques Europees a la Mediterrània - CIREM (Spain); Molly Carnes, University of Wisconsin Center for Women’s Health Research (USA); Sarah Charlesworth, Centre for Applied Social Research, Royal Melbourne Institute of Technology (Australia); Felicity Cooke, Equal Opportunity Unit, Oxford University (UK); Marcella Corsi, Facoltà di Economia, Università di Roma “La Sapienza” (Italy); Helena Costa Araújo, Faculdade de Psicologia e Ciências da Educação, Universidade do Porto (Portugal); Athene Donald, Cavendish Laboratory, Department of Physics, University of Cambridge (UK); Henry Etzkowitz, Clayman Institute for Gender Research, Stanford University (USA); Ruth Freeman, Science Foundation Ireland - SFI (Ireland); Stefan Fuchs, Institute für Arbeitsmarkt-und Berufsforschung – IAB (Germany); Pilar López Sancho, Instituto de Ciencia de Materiales de Madrid, Consejo Superior de Investigaciones Científicas - CSIC (Spain); Dawn M. Lyon, Leeds University (UK); Maria João Marcelo Curto, Instituto Nacional de Engenharia, Tecnologia e Inovação – INETI (Portugal); Francesca Molfino, Associazione Donne e Scienza (Italy); Inés Sánchez de Madariaga, Unidad de Mujer y Ciencia, Ministerio de Ciencia e Innovación (Spain); Dalia Satkovskiene, Faculty of Physics, Vilnius University (Lithuania); Martina Schraudner, Technische Universität Berlin and Fraunhofer Gesellschaft (Germany); Abigail Stewart, Advance Program at the Institute for Research on Women and Gender, University of Michigan (USA); Glenda Strachan, Department of Employment Relations, Griffith Business School (Australia); Virginia Valian, Hunter College and CUNY Graduate Center (USA); Flavia Zucco, Associazione Donne e Scienza (Italy). Finally, special appreciation must go to the members of the PRAGES International Board of Advisors, who supported the project with their advice and suggestions. They are: Lotte Bailyn, Sloan School of Management, Massachusetts Institute of Technology (USA), Judith Glover, School of Business and Social Sciences, Roehampton University (UK) and Maria Stratigaki, Centre for Gender Studies, Panteion University (Greece).
Page 1 and 2: Guidelines for Gender Equality Prog
Page 3: Guidelines for Gender Equality Prog
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
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Faulkner W. (2007). 'Nuts and Bolts
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Gupta A.K., Mashelkar R.A. (2005).
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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
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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
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Table 4 - Programmes by country (fi
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A medium Synthetic Quality Index wa
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4.3. Assessment and benchmarking: s
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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
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Country Promoter Programme Greece I
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Country Promoter Programme United K
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Other programmes and initiatives ci
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