- Page 1 and 2: Guidelines for Gender Equality Prog
- Page 3 and 4: Guidelines for Gender Equality Prog
- Page 5: Acknowledgements These Guidelines a
- Page 9 and 10: Foreword The European Union has bee
- Page 11 and 12: Executive Summary An enduring patte
- Page 13: The second strategy aims to include
- Page 18 and 19: Summary chart 5 Action patterns (p.
- Page 20 and 21: Summary chart 6 Methodological sugg
- Page 22 and 23: Measures collected and analysed, ac
- Page 24 and 25: The project was carried out under t
- Page 27: Women and science: problems and iss
- Page 30 and 31: Graph 2 - Proportion of men and wom
- Page 32 and 33: [2. Three areas of risk] Here below
- Page 34 and 35: cannot but contribute to making the
- Page 36 and 37: laboratories and academic funds (La
- Page 38 and 39: a feeling of “gender inauthentici
- Page 40 and 41: Graph 7 - Female participation amon
- Page 42 and 43: Graph 10 - Female contribution in t
- Page 44 and 45: to be made more formal and transpar
- Page 46 and 47: Foschi M. (2000). Double Standards
- Page 49: Women and science: problems and iss
- Page 52 and 53: [2. Three strategies: an overview]
- Page 54 and 55: The fourth area deals with leadersh
- Page 57:
Introduction No longer strangers in
- Page 61 and 62:
[Rationale] Today gender discrimina
- Page 63 and 64:
- The University of Michigan/ADVANC
- Page 65 and 66:
Recommendation # 2 Monitoring the g
- Page 67 and 68:
- Under the AT H E N A S WAN applic
- Page 69 and 70:
- A good example is provided by the
- Page 71 and 72:
Promote gender studies disseminatio
- Page 73 and 74:
structure of professionals and acad
- Page 75:
- To fully engage new full professo
- Page 79 and 80:
[Rationale] A friendly environment,
- Page 81 and 82:
University of Illinois at Chicago,
- Page 83 and 84:
- In the ADVANCE-IT programme at th
- Page 85:
Strategy one A friendly environment
- Page 88 and 89:
- The purpose of the “Safety Net
- Page 90 and 91:
workshops, matched with networking
- Page 92 and 93:
- The programme promoted by the Swi
- Page 94 and 95:
LINES OF ACTION One line of action
- Page 97:
Strategy two Gender-aware science P
- Page 101:
Strategy two Gender-aware science O
- Page 104 and 105:
Collect and disseminate information
- Page 106 and 107:
en in the integrated programmes pro
- Page 109:
Strategy two Gender-aware science O
- Page 112 and 113:
Teaching contents and methodologies
- Page 114 and 115:
the evidence. Finally, the results
- Page 116 and 117:
- Helsinki University promotes an i
- Page 118 and 119:
Devise practical or institutional t
- Page 120 and 121:
integrate a gender perspective in t
- Page 123:
Introduction More women in leadersh
- Page 127 and 128:
[Rationale] Vertical segregation of
- Page 129 and 130:
easily bridge offer and supply by d
- Page 131 and 132:
- The training package may be also
- Page 133 and 134:
Recommendation # 21 Providing women
- Page 135 and 136:
Introduce new institutional bodies
- Page 137:
different tools such as newsletters
- Page 141 and 142:
[Rationale] The second objective of
- Page 143 and 144:
Recommendation # 24 Providing train
- Page 145 and 146:
seminars, workshops, conference pre
- Page 147 and 148:
- A Committee of distinguished facu
- Page 149:
Science (CEWS), also comprises prof
- Page 153 and 154:
[Rationale] Science communication i
- Page 155 and 156:
Promote women’s presence in the f
- Page 157:
Strategy three Women’s leadership
- Page 160 and 161:
Recommendation # 30 Strengthening w
- Page 162 and 163:
Develop specific innovationoriented
- Page 165:
Programmes that w o r k Part E
- Page 169 and 170:
The previous parts of the guideline
- Page 171 and 172:
[2. Best practices collection] Desc
- Page 173 and 174:
Application domains Charters are ma
- Page 175 and 176:
Application domains The institution
- Page 177 and 178:
[10. Direct contact] Description Di
- Page 179 and 180:
[12. Expressive and artistic tools]
- Page 181 and 182:
Application domains Information des
- Page 183 and 184:
[17. Media campaigns] Description M
- Page 185 and 186:
usually by coupling young women res
- Page 187 and 188:
networks or have creating a network
- Page 189 and 190:
of experts as facilitators for assi
- Page 191 and 192:
[26. Regulations] Description It is
- Page 193 and 194:
./. Examples of practices The data
- Page 195 and 196:
Examples of practices The on-line c
- Page 197:
[31. Websites] Description This hea
- Page 201 and 202:
So far, the guidelines have been ma
- Page 203 and 204:
# 3. DIVERSITY - Framing gender iss
- Page 205 and 206:
[2. Effectiveness] The term effecti
- Page 207 and 208:
es (such as the creation of enlarge
- Page 209 and 210:
# 5. COOPERATION - Enlarging cooper
- Page 211:
# 5. PARTNERS’ COMMITMENT - Promo
- Page 215 and 216:
The action patterns presented in th
- Page 217 and 218:
[5. Connecting gender and diversity
- Page 219 and 220:
Bibliography Agnoli M.S., Ciampi L.
- Page 221 and 222:
Cannavò L. (1997). Le reti di Prom
- Page 223 and 224:
European Commission (2009). She fig
- Page 225 and 226:
Gagliasso E., Zucco F. (eds.) (2007
- Page 227 and 228:
Jensen K.S.H. (2005). Women Working
- Page 229 and 230:
McMurray J.E., Linzer M., Konrad T.
- Page 231 and 232:
Quaranta G. (2007). Knowledge, Resp
- Page 233 and 234:
Thom M. (2001). Young Women's Progr
- Page 235 and 236:
Annex 1 Methodological note This no
- Page 237 and 238:
2. Preliminary mailing list An exte
- Page 239 and 240:
More analytical data on the mailing
- Page 241 and 242:
Programmes in science and technolog
- Page 243 and 244:
tive impact was acknowledged on one
- Page 245 and 246:
5. Transferability issues After ass
- Page 247 and 248:
The database is available at: http:
- Page 249 and 250:
241
- Page 251 and 252:
243
- Page 253 and 254:
245
- Page 255 and 256:
Annex 2 List of programmes Gender e
- Page 257 and 258:
Country Promoter Programme Austria
- Page 259 and 260:
Country Promoter Programme France E
- Page 261 and 262:
Country Promoter Programme Slovenia
- Page 263 and 264:
Country Promoter Programme United S
- Page 266:
The image on the cover shows a trid