Report of Local workshop with the Support Board members All partners
O2- E-STEAM Mentoring Scheme
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Contents 1. Information about the workshop ...... 4 2. Workshop objectives ...... 6 3. Methodology ...... 6 4. Summary description of what happened ...... 7 Portugal ...... 7 Bulgaria ...... 8 Romania ...... 9 Greece...... 11 SPAIN ...... 12 5. Identification of counter arguments/messages, target groups and topics ...... 14 5.1. Stereotype 01 - Girls lack confidence in their STEAM skills...... 14 Portugal ...... 14 Romania ...... 14 Greece...... 15 Spain ...... 15 5.2. Stereotype 02 - Boys are more associated with STEM...... 15 Portugal ...... 15 Greece...... 16 Spain ...... 16 5.3. Stereotype 03 - Girls are hardworking but boys are considered skillful in STEM...... 16 Portugal ...... 16 Bulgaria ...... 16 Romania ...... 17 Greece...... 17 Spain ...... 17 5.4. Stereotype 04 - Boys are oriented to achievements, girls to feelings and caring for society...... 17 Portugal ...... 17 Romania ...... 18 Greece...... 18
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Spain ...... 19 5.5. Stereotype 05. Girls are not self-confident at STEM subjects ...... 19 Bulgaria ...... 19 5.6. Stereotype 06. Women have stronger emotional thinking and because of that they cannot think over technical issues ...... 19 Bulgaria ...... 19 5.7. Stereotype 07. Boys are more often related to STEM ...... 19 Bulgaria ...... 19 5.8. Conclusions about the identification of counter arguments/messages ...... 20 Spain ...... 20 6. Analysis of the target groups ...... 21 Portugalia...... 21 Bulgaria ...... 21 Romania ...... 21 Greece...... 21 7. Identification of the topics ...... 22 Romania ...... 22 Topics- Bibliographies of remarkable STEAM women from partner countries...... 22 Romania ...... 22 Topics -Women who changed the world...... 22 Romania ...... 23 References ...... 24
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1. Information about the workshop
Country: Portugal Day the workshop was held: 08/03/19, Duration: 3h30 Location: Escola Secundária de Silves, Silves, Portugal P1 Agrupamento de Support Board: Escolas de Silves Silves City Council (Rosa Palma - President) - was not present Piaget Institute - Jean Piaget Higher School of Health (Nelson Sousa - Director) University of Algarve - School of Education and Communication (António Guerreiro – Maths teacher) Beja Schools Group n.º 2 (Pedro Martinho and Fátima Fernandes - Deputy Director and teacher of a STEM ERASMUS project) Barlavento Employment and Vocational Training Center (Ana Isabel Vieira - Director) Association of Parents of the Silves Schools Group (César Neves - member) General Council of the Silves Schools Group (Manuel Domingos – President and teacher) CATIM - Technological Support Center for the Metal-mechanic Industry - Lisbon | Porto (Luís Rocha - Director) - was not present Dynamizers: Science teacher of the Silves Schools Group and member of the STEAM project (Ana Bio) Maths teacher of the Silves Schools Group and member of the STEAM project (Nuno Garção) Special guests: - Agrupamento de Escolas de Silves (João Gomes - Diretor) ERASMUS+ National Agency - Portugal (Augusta Alves - Coordinator) Country: Ruse, Country: Ruse, Bulgaria Bulgaria Day the workshop was held: 27/03/19, Duration: 1h 30 min (approximately) Participants: P2 - First private Eleonora Ivanova - Head of Bulgarian-Romanian Chamber of Commerce and school LEONARDO Industry DA VINCI Milen Dobrev – CEO of the Chamber of Commerce and Industry - Bulgaria Doc. Desislava Atanasova, PhD – Dean of Faculty of Natural Sciences and Education Mariela Todzharova – Head of Danube Initiative NGO Viliana Molnar – President of Soroptimist International – Ruse Kremena Nikolova – Chairperson of the parents group at the private school Country: Romania Country: Romania P3 Dimitrie Day the workshop was held: 21/03/19 Cantemir Duration: 2h (16-18 ) University, Romania Location: Dimitrie Cantemir University, Targu Mures Organizers : Sorina-Mihaela Bălan and Angela Cotoară Participants- Masters Student In Human Resource Management, at Universitatea Dimitrie Cantemir
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Filip Teodora- Psychologist Csuka Csilla Bibozka- Psychologist Căliman Crina- Psychologist Szabo Renata- Economist Bucur Adriana- Chemical Engineer Bucur Alin- Musical pedagogy / Musician in vocal art Hosts and moderators: Sorina-Mihaela Bălan and Adriana Elena Tomulețiu conducted the workshop Country: Greece Day the workshop was held: 21/03/19, Duration: 2h (approximately) Country: Greece Location: Private tutorial SYGXRONO, Larissa, Greece Participants: Tsekoura Athanasia (Department of education and lifelong learning in social inclusion, employment and gender equality) P4 Institute of Tsiougkou Niki (Department of education) entrepreuneurship Kamateri Elena (STHEV) Development Vaiopoulou Maria (Kindergarten – Pre-school educator) Tsolakis Athanasios (Director) Country: Spain Institution: Fundación Universitat Jaume I-Empresa P5 Fundación Country: Spain Universitat Jaume I- Day the workshop was held: 07/03/19, Duration: 2h (approximately) Empresa Location: Jaume I University, Castellón, Spain Instructors: Ana María Solís, Nela Gómez, Anna Tolosa Participants: + 30 Advisory Board: Pilar Safont Jordà Gloria Sierre Isierte Amelia Simó Vidal Mercedes Alcañiz Juan Visca Mentors María Jesús Muñoz Inmaculada Remolar Mercedes Marques Raquel Agost Marisa Falcó Martínez Mentees (from 14 – 17 years old): Alexandra Coroian Nicolle Familia Shanza Shahid Iulia Homeghi Carolina Vidal Claudia Prades Fátima Andreu Lucía Monferrer Mar Agut Hannah Ford
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Laia Fabra Bordón Lucía Signes Ángel Lledó Rabassa Breva Laura García Ana Fabra Pascual Sara Berlanga Núria Costa Palos Elena Sanchis Isabella Florentina Vilcu Carla Escrhuela Bolufer Country: Romania Location: Fundatia Professional P6: Fundatia Country: Romania Profesional Suport Bording: Lia Contiu, University of Medicine,Pharmacy, Sciences and Technology Tg. Mures Mihaela Ciula,- Colegiul Economic Transilvania, Tirgu Mures, Romania, Mihaela Caluser -Operations Manager at Schweickert Netzwerktechnik GmbH in Tirgu Mures, Georgeta Havrilet- Engineer at SC GASCOP SRL,Tirgu Mures, Romania,
(based in Bucharest)-
Maria Nits Corbet, Engineer and administrator SC EXPERT SRL, Tirgu Mures Ana Kovacs, Engineer at TEXTOR Tg.Mures Veer Renata-Liceul Vocational de Arta,Tirgu Mures
2. Workshop objectives
The objectives of the workshop were to: Provide a set of counter arguments (two per each stereotype identified in activity O1A3) Identify a Support Board STEAM network of recommended future Mentors Communicate the project and create engagement. 3. Methodology
At first, we welcomed participants and thanked them for the participation. Following, we introduced ourselves and presented the project and explained the goal of the workshop to the experts. Furthermore, analyzed to the Support Board each stereotype that were identified within O1. The activitys was divided in 3 phases: 1. Identification of counter arguments/messages 2. Analysis of the target groups each counter argument has been proved to be affective with 3. Identification of the topics on which the counter arguments rely on
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4. Summary description of what happened
Portugal The session began with the reception and gratefulness, by the Director of the School Group, to the members of the Support Council, for having accepted to be part of this project. The workshop began with a brief presentation of the project, the partners and the activities carried out up to now and the results obtained. It was also indicated what is intended with the project and the outputs that we intend to achieve, relating them to the phases of the E-STEAM project. Next, the methodology indicated in the script for the workshop was followed, presenting each a stereotype and the associated problem. Participants were asked to reflect on the stereotype individually and then write 2 counter-stereotypes on paper, which they later presented to the group. During the presentation / discussion the dynamizers grouped the counter stereotypes by similarity and in the end were voted, selected 2 counter-stereotypes for each stereotype / problem presented. The discussion around the stereotype 3 was not as profound as in the rest because the elements had some difficulty in finding an counter-stereotype and activities to carry out with the target audience. At the end of the workshop, participants were asked to identify potential E-STEAM project mentors, who must be women, who work in the STEAM areas and have a profile and willingness to be mentors. It was also indicated that they should provide us with basic information (characteristics and contacts) about mentors within 2-3 weeks. Later we will make contact to gather more information about the mentors.
Pictures from Portugal SB workshop
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Bulgaria During the meeting a series of additional statements have been identified and these need to be considered when forming and counter fight stereotypes: 1. Women are extrovert and men are introvert. 2. Women are not aggressive while men are aggressive. 3. Women are more ambitious than men and at their work place they constantly need to assert their own skills. 4. Women do not use rude language, and men do. 5. Women are more tactful at their work places than men, who can be abrupt. 6. Women are more empathic than men. 7. Women tend to be financially dependent and men are independent. 8. Women are subjective and men are objective. 9. Women tend to be obedient at their work place and they are better at implementation. Men tend to dominate. 10. Women do not like mathematics and STEM subjects whereas men do. 11. Women are more emotionally vulnerable at critical situations then men. 12. Women are more passive than men are. Men are more active. 13. A woman at a leading position is sign of poor management. 14. Women are not skillful at doing business 15. Women are cunning intriguers while men are straightforward. 16. Women don’t know how to achieve high in life whereas men do 17. Women earn less than men do. 18. Women are not adventurous and find it difficult to make decisions, whereas men make decisions faster and with ease. 19. Women feel awkward to be aggressive and men do not. 20. Women hardly make a difference between feelings and ideas, and men do it easily. 21. Women think they always outdo over men and men think they themselves outdo over women.
Pictures from Bulgaria workshop
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Romania Information about support bording/opinions
1. BUCUR (PETERLACEAN) ADRIANA, female, age: 24.Adriana works at Azomures- SA, the most important Romanian producer of mineral fertilizers for agricultural use. She says about the project ”Interesting idea - it might work :)” 2. FILIP TEODORA, female, age: 27, psychologist. She graduated the Faculty of Psychology and Education Sciences at "Dimitrie Cantemir" and ” agree with the STEAM program by helping young girls take up careers in Sciences, technology, engineering, art and Mathematics” 3. CSUKA CSILLA BIBORKA, female,age: 23 is a Psychologist- Working In Human Resource/ Master Student In Human Resource Management, She teaches at the School Group Lucian Blaga Reghin 4. CSIKI RENATA, female, age: 39; Renata worked at Solel Boneh, from September 2001 to 2015; She studied Management at Petru Maior; she is an economist at SC ADMINISTRATIE SI TURISM SRL , TARGU MURES, and says about ESTEAM: "an exceptional idea, to get the desired result, to raise the girls' self- esteam” 5. CĂLIMAN JANINA CRINA, female, age: 39 is Head of Service for Prevention of Social Marginalization - General Direction of Social Assistance and Child Protection STEAM-areas that have flourished in recent years, involving younger girlss (eg: Informatics is already taught in groups ) 6. BUCUR ALIN, man, is Head of Department / teaching Canto He works at he County Center for Traditional Culture and Artistic Education and operates according to the cultural strategy promoted by the Ministry of Culture and the County Council, based on the principles of autonomy and national cultural authority in the world value chain.
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Pictures from Romania SB workshop
Pictures from Romania SB workshop
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Greece
Pictures from Greece SB workshop
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SPAIN
Description of the world café Welcome and Introduction: The facilitator begins with a warm welcome and an introduction to the World Café process, setting the context, sharing the Cafe Etiquette, and putting participants at ease. To do that , she uses an icebreaker the speed dating . Participants are asked to search a person that they don’t know each other. They have to introduce themselves to other person directly. They then have two minutes to learn about their team building partner. By using a sound participants are notified when the two minutes is up, and they should move from person to person until they have met three new of the people in the room Small Group Rounds: After that, the facilitator uses the smart polling to engage the audience. The poll is answer by the participants using uses their smartphones to connect to the presentation where they can answer questions, give feedback and much more.
The questions are: 1. Why I did come to this workshop? 2. The role of women in STEM careers.
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The world Café
The process begins with the round of conversation for the small group seated around a table. The Questions: each group is prefaced with a question specially crafted for the specific context and desired purpose of the World Café. 1. Girls lack confidence in their STEAM skills. 2. Boys are more associated with STEM. 3. Girls are hardworking but boys are considered skillful in STEM. 4. Boys are oriented to achievements, girls to feelings and caring for society.
Harvest: After the discussion in small groups individuals are invited to share insights or other results from their conversations with the rest of the large group in a plenary session.
Pictures from Spain workshop
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5. Identification of counter arguments/messages, target groups and topics
5.1. Stereotype 01 - Girls lack confidence in their STEAM skills.
Portugal Counter-stereotypes and activity / context /topics Counter-stereotype 1 Today, many women play roles that have been for many years only for men: there are scientists, researchers, people involved in the arts, managers of top companies and with great projection. Many of the successful companies in Portugal have as directors women. Topics: - Karen Uhlenbeck is the first woman to win the "Nobel" of mathematics [1}; - Women behind big inventions attributed to men [2]; - OECD puts Portugal at the top of the list with more women trained in science, with 57%, well above the average of the organization[3]; - Sea, brain, spine and immunity. These are the Portuguese scientists of the year [4]; - The most powerful Portuguese women in business [5]; - Miss Portugal 2012 - Melanie Vicente, nuclear medicine student ; - Miss Portugal 1982 - Ana Maria Valdiz Wilson, civil engineering [6]. Activity / context: Presentation of practices and feminine examples in occupations that historically are of men (concrete histories, real cases of the local community or of the social communication), to dismantle a whole series of previous ideas related to this devaluation present in the presented stereotype. Counter-stereotype 2: Currently, "robotization" and "mechanization" in professional activities minimize the importance of the physical component in access to professions. There are more and more initiatives that were previously directed only at men and now are also for women Topics: ALGARVE CUP: SEVEN NATIONAL SELECTIONS PARTICIPATED IN THE FEMININE WORLD OF FUTEEBOL, PORTUGAL FOCUSED ON EURO 2021 [7]. Activity / context: Change roles so that students feel that the discomfort in STEAM areas is not about sex (discomfort regardless of sex). Girls and boys are able to perform activities that are traditionally associated with another gender: traditional so-called role-playing exercises
Romania Counter-stereotypes and activity / context /topics Counter-stereotype 1- Girls will be confident if they are encouraged Activity / context: Presentation of practices and feminine examples Counter-stereotype 2- „From a young age, girls use virtually chemical elements” Activity / context: The womens make cosmetics themselves, they can combine elements such as sodium bicarbonate, yeast, knowing the effects / reactions - the practical part). SB mentioned Ana Aslan saying "You can teach yourself to make creams," or "you can apply in many areas what you have learned at college with the skills you have.” Counter-stereotype 3-”Even if you are not good at math, when you go to the store you have to know how to calculate”
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Greece Counter-stereotypes and activity / context /topics Counter-stereotype 1- Nowadays, specifically in Greece, we have an active participation of young students (girls) in Mathematics competitions, therefore their confidence in STEAM skills in increasing. Counter-stereotype 2- In the same framework, nowadays, more girls participate in robotics competitions
Spain Counter-stereotypes and activity / context /topics Counter-stereotype 1- The lack of support, referents and equal education means that women do not have enough confidence to study STEAM. Activity / context: Presentation of practices and feminine examples
5.2. Stereotype 02 - Boys are more associated with STEM.
Portugal Previous discussion: Cultural reasons cause boys to be led to choose professions linked to technologies and engineering. It is important to relate education to the need of the job market. Counter-stereotypes and activity / context /topics Target groups Counter-stereotype 1. Presentation of male professionals related to areas normally ISCED 1, ISCED 2 with more women. Give examples of successful men in professions that are culturally 5 to 14 years old attributed to women. corresponds to Topics: - Kindergarten Teacher Rui Serrão - Institution "Amigos dos Pequeninos”, - the pre-school Mahatma Gandhi Activity / context: Bringing men who are in the areas considered to 3rd cycle in feminine to talk about their positive experience to demystify this stereotype. Portugal Counter-stereotype 2. As STEAM is more traditionally associated with boys, role- ISCED 0, ISCED 1 playing can lead to important breakthrough / discomfort situations to reveal 5 to 7 years old unconscious stereotypes. corresponds to Topics: Opportunity at an early age to "live" different experiences related to other the pre-school areas and continue to take classes to "Live Science" centers, available in all regions, an 1st cycle in from pre-school. Activity / context: Realization of experiences, with the exchange of Portugal roles, in various activities, so that they realize that there are difficulties in both genders. Exchange of papers previously spoken. Try to demonstrate that, if subjected to the same stimuli, girls will "respond" in the same way to the challenges of the STEAM area. Counter-stereotype 3. There are no intrinsic gender differences in people's capacities. All teachers Confront teachers with their own representations through examples. from ISCED 1 to Break the stereotype that male students do better on STEAM than girls do. ISCED4 Topics : ARTICLE: No intrinsic gender differences in children’s earliest numerical Corresponds to abilities, by Alyssa J. Kersey, Emily J. Braham, Kelsey D. Csumitta, Melissa E. Libertus the teachers of and Jessica F. Cantlon, in npj Science of Learning (2018) - the second cycle https://www.nature.com/articles/s41539-018-0028-7) . Activity / context: To present the up to secondary good final results in the STEAM areas only of female students in Silves Secondary education in School, but without indicating the teachers the sex, and then discuss with the teachers Portugal the data. Or present the final results of students in the STEAM (Positive and Negative Results) areas, without knowledge of sex, and discuss the performances of women and men. Analyze the American study on mathematics and gender. 15 2018 - E-STEAM - Equality in Science, Technology, Engineering, Art and Mathematics: Erasmus+2018-1-PT01-KA201-047422
Greece Counter-stereotypes and activity / context /topics Counter-stereotype 1- The participation of girls in Military schools are becoming more popular today. They can manage high-ranking positions with a high percentage of success. Counter-stereotype 2- Departments of Universities (Mathematics, Engineering): Every year more and more girls are following these studies (for example in Mathematics studies the percentage between boys and girls is now 50-50.
Spain Counter-stereotypes and activity / context /topics Counter-stereotype 1- The stereotypes of society are influencing us throughout our lives. Activity / context: Presentation of practices and feminine examples
5.3. Stereotype 03 - Girls are hardworking but boys are considered skillful in STEM.
Portugal Previous discussion: There has been a great deal of discussion around this stereotype, because some elements think girls can be more organized than boys. But are not we confusing organization with work / effectiveness? Expectations are created in women to be organized what creates this stereotype, as well as the speculation that boys are good in the STEAM (cultural issues) areas. There was some difficulty in suggesting counter-stereotypes for this stereotype. Counter-stereotypes and activity / context /topics Target groups Counter-stereotype 1. Boys who are organized and hard-working ISCED 1 to ISCED4 have good results, especially if they are motivated to achieve 10 to 18 years old something. Corresponds to the 2nd cycle up to Examples of boys in the classes who are organized and workers, secondary education in Portugal with organized study and whose results intend to respond to their Students of lower social classes are motivation. It is a question of motivation and not a natural talent. more organized when they feel Activity / context: Put organized and hard-working boys to talk motivated to perform well at about how they organize the study to be successful and depend on school. All teachers from ISCED 1 to it. In the classes check if the girls with better performances are ISCED4. Corresponds to the actually more hardworking than the boys (a greater number of teachers of the second cycle up to hours dedicated to the study) secondary education in Portugal
Bulgaria Counter-stereotypes and activity / context /topics Target groups Counter-stereotype 1. More than 50 women have been awarded o Teachers: High school with Nobel Prize in STEM disciplines. Subjects ( Natural science, Technologies, Bulgaria is ranked second among the European countries which engineering, art and mathematics) have the highest percentage of women leaders. (Eurostat) Students Girls are hardworking, but boys are considered as more skillful at STEM subjects.
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Romania Counter-stereotypes and activity / context /topics Counter-stereotype 1- Many designer girls or plastic artists / girl architects. Examples: Ana ASLAN [9]. From my knowledge: Fagarasi Kinga, IT specialist; Architect of the city of Tg.Mures; mathematics teachers of Tg Mureş Sports High School; I as an economist - I work with numbers.. Renata Csiki mentioned the movie "Hidden Figures", the main characters being three mathematician women in Nasa. Counter-stereotype 2- Departments of Universities (Mathematics, Engineering): Every year more and more girls are following these studies (for example in Mathematics studies the percentage between boys and girls is now 50-50. Topics: „in the IT field, most are men, and in cosmetics most women are; most math teachers are women.”. Counter-stereotype 3. In recent years in STEAM- the number of girls involved in this field has increased, most probably because besides the mechanical part, robotics implies CREATIVITY Topics: - In UAT Tg Mures, the chief architect is a woman; - In science / research Ana Aslan is celebrated around the world with a range of cosmetics and geriatric research; - Many women, like Marie Curie, are also laureates of the Nobel Prize. Counter-stereotype 4. Girls are competent but in many schools they are not guided, helped; education is focused too much on theory, to the detriment of experiments (eg, Chemistry, Physics-In Sciences, Engineering).
Greece Counter-stereotypes and activity / context /topics Counter-stereotype 1- This year for the first time, the award Abel (in the field of Mathematics) will bestow on Karen Uhlenbeck. She is an American mathematician Counter-stereotype 2- Eleni Antoniadou: She studied computer science and biomedical informatics. Today, she is Researcher at Nasa and among the top young scientist in the health.
Spain Counter-stereotypes and activity / context /topics Counter-stereotype 1- Neither lack of trust nor self-belief should stop us from achieving equality. Activity / context: Presentation of practices and feminine examples
5.4. Stereotype 04 - Boys are oriented to achievements, girls to feelings and caring for society.
Portugal Previous discussion:It is also a cultural issue, in part linked to the stereotype that the woman is the caretaker of the children. Counter-stereotypes and activity / context /topics Target groups
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Counter-stereotype 1. There are girls in the class who want to be ISCED 1 to ISCED4 researchers, engineers, exploiters, scientists and men who want to 10 to 18 years old be nurses, childhood educators, social workers, or other professions Corresponds to the 2nd cycle up that are usually women. There are boys attached to volunteering. to secondary education in Topics: - Male students from the Health Professional course at Silves Portugal High School and Women students in the professional areas of technology and areas of pursuit of studies related to the areas STEAM Activity / context: Get them to talk about their motivations Counter-stereotype 2. In Sweden, the child care law does not ISCED3 and ISCED4 differentiate between the sex of the caregiver. Shared custody of 15 to 18 years old children is increasing in Portugal. Corresponds to the secondary Topics: - Child care law in Sweden and Portugal education level in Portugal Activity / context: Present and discuss the child care law of Sweden in comparison with the law of Portugal. In Sweden men and women have the same time and rights allotted. Counter-stereotype 3. The number of boys in the Health areas has All teachers from ISCED 1 to increased and women in the technological and STEAM-related areas ISCED4. Corresponds to the have increased (analysis of students by class at Silves High School). teachers of the second cycle up Topics: - OECD puts Portugal at the top of the list with more women to secondary education in trained in science, with 57%, well above the average of the Portugal ; ISCED 1, ISCED 2 from 5 organization [10}; - More than half of the scientists and engineers in to 14 years of age. In Portugal Portugal are women [11) corresponds from pre-school to Activity / context: Analyze with teachers these data the 3rd cycle
Romania Counter-stereotypes and activity / context /topics Counter-stereotype 1- women's are oriented to the outcome and to human relationships - for example, Kovesi Codruta [12], Simona Halep [13], Ana Maria Brânză [14] who wrote an autobiographic book for children. ”All I know is that when you get out you can say it's "worth it." When it does not come out, you get upstairs, you shake and you take it all the way down the road.”- Ana-Maria Brânză [15]; Counter-stereotype 2- Women are the best leaders, they are result-oriented and what they do, they do with the soul; they are focused on results. Examples: Nadia Comaneci [16], Gabriela Szabo[17] Counter-stereotype 3. Successful women are those who are also oriented towards the results but do not ignore the empathetic side of human relationships, successful women who engage in charitable activities”
Greece Counter-stereotypes and activity / context /topics Counter-stereotype 1- There is the stereotype that a woman is better kindergarten teacher. But according to academic researches, nowadays men kindergarten teachers realize very good job. In the most recent years, we have noticed that girls and women have more ambitions and they are ready to do anything in order to achieve.
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Spain Counter-stereotypes and activity / context /topics Counter-stereotype 1- The lack of feminine references causes that girls are not inspired, therefore it is necessary to break this vicious circle. Activity / context: Presentation of practices and feminine examples
5.5. Stereotype 05. Girls are not self-confident at STEM subjects
Bulgaria Counter-stereotypes and activity / context /topics Target groups o Teachers: High school Counter-stereotype 1. Most girls miss the real life role model of what Subjects ( Natural science, they can achieve with skills in STEM subjects. Technologies, engineering, art In Bulgaria the number of girls taking part in competitions in mathematics, and mathematics) IT, robotics is similar to the number of boys. The number of women Students aged 14-18 University students in specialties related to programming and data analysis is approximately similar to the number of the men. The fact that girls avoid jobs, related to those in the building industry and engineering is due to the working conditions and not to lack of self- confidence in their STEM skills. The more advanced the technological equipment and robotization, the greater the number of women in these jobs gets
5.6. Stereotype 06. Women have stronger emotional thinking and because of that they cannot think over technical issues
Bulgaria Counter-stereotypes and activity / context /topics Target groups o Teachers: High school Counter-stereotype 1. There are a lot of women engineers, constructors, Subjects ( Natural science, designers. If technologies go well with arts, then the women’s potential in Technologies, engineering, art these jobs is not less than that of men’s. and mathematics) Students aged 14-18 When they do not agree, men use rude language and become both physically and verbally aggressive – extroverts, and this doesn’t help when making adequate decisions.
5.7. Stereotype 07. Boys are more often related to STEM
Bulgaria Counter-stereotypes and activity / context /topics Target groups Counter-stereotype 1. Although that there is little data about the number of o Teachers: High school women in Mining and quarrying women are also a fair part. Here, Bulgaria takes Subjects ( Natural science, 3rd place after Sweden and the Netherlands with 16%. Technologies, engineering, art There are more women who are car racers, mechanics, constructors and and mathematics) 19 2018 - E-STEAM - Equality in Science, Technology, Engineering, Art and Mathematics: Erasmus+2018-1-PT01-KA201-047422
they are more attentive and precise in their work with technical Students aged 14-18 equipment. The number of women in the army, police, aviation and fire departments is constantly rising up
5.8. Conclusions about the identification of counter arguments/messages
Spain Making women visible to have references and break down labor market barriers Giving visibility and more information about STEAM women throughout our education Trusting, educating, supporting new generations and educating unconscious mandates that prevent women from choosing STEM studies Changing education both at home and at school so that the development of stem capacities in women is encouraged.
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6. Analysis of the target groups
Portugalia ISCED 2, 12 to 14 years old corresponds to the 3rd cycle in Portugal. Social class - all The SB reflects that normally the upper classes promote interest in the STEAM áreas
Bulgaria The Supporting Board suggested to include mentors whose professions deal with arts and that to be emphasized in the project results. As for the mentees, the SB suggested to include students from high school aged 14-18. They also suggested to include boys, regardless the fact that the project is targeting the girls and their professional realization.
Romania The SB identify the target groups, following the proposed categorization: Students, classified per: Age: 5-7 - only one person considers it necessary, the other five participants consider that at that age the girls have the skills directed towards STEAM Age 11-14 – all participants Age 15-18 , only one person considers it not necessaryi Minority group –yes- 5 participants/ no-1 person Teachers, classified per: - Grades: Kindergarten – three participants (50%); Primary school- five participants (83%), ISCED Level 2 five participants (83%), ISCED Level 3- five participants (83%); - Disciplines (Science, Technology, Engineering, Art and Mathematics).
Greece Participation of young students(women) in Mathematics competitions. (Students-Age 15-18) Nowadays, more women participation in robotics competitions. (Students-Age 15-18, Teachers- Disciplines-Science, Technology) The participation of girls in Military schools are becoming more popular today. They can manage high- ranking positions with a high percentage of success. (Students-Age 15-18) Departments of Universities (Mathematics, Engineering): Every year more women introduce on these departments. (Students-Age 15-18) This year for the first time, the award Abel (in the field of Mathematics) will bestow on Karen Uhlenbeck. She is an American mathematician. (Disciplines-Science, Technology, Engineering, Art and Mathematics) Eleni Antoniadou: She studied computer science and biomedical informatics. Today, she is Researcher at Nasa and among the top young scientist in the health. (Disciplines-Science, Technology, Engineering, Art and Mathematics)
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7. Identification of the topics
Romania The topics will be: STEAM disciplines (Science, IT, Engineering, Art, Maths): Sciences: Chemistry, Physics, Biology Technique: Technological education, Technical disciplines, Informatics Enginering: Technological education Arts: Plaque Education, Drawing, Music, Painting, Architecture Mathematics: Algebra, Geometry, Trigonometry STEAM jobs and careers: Chemist, Physicist, Physician, Biologist, Zootehnist, Informatics, Machine Builder, Energy Engineer, Electronist, Constructor, Sculptor, Musucian, Painter, Architect, Mathematician, Economist Other disciplines that can guide students: Counseling and professional development Education for health Civic education Entrepreneurial education Psychology Robotics Attitudes towards STEAM disciplines and careers: Self-esteem, self-knowledge, resistance to stress, perseverance, etc.
Topics- Bibliographies of remarkable STEAM women from partner countries. Romania 1) Queen Maria, 2) Ana Aslan (physician), 3) Stefania Maracineanu (physicist), 4) Sofia Ionescu (the first neurosurgeon woman in the world), 5) Ana Ipătescu (important role in the Revolution of 1848), 6) Hartulari-Darclee Harpers (soprano), 7) Alexandrina Cantacuzino 8) Aurora Gruescu (the first female forestry engineer in the world), 9) Elisa Leonida Zamfirescu (Europe's first female engineer), 10) Cecilia Cuţescu-Storck (the first female university professor in art education in Europe), 11) Sarmiza Bilcescu-Alimănişteanu (the first female engineer in Europe) woman doctor in law in the world) 12) Ecaterina Teodoroiu (heroin in World War I).
Topics -Women who changed the world
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Romania The Nobel Prize has been awarded since 1901 “for the greatest benefit to humankind”. More than 900 individuals and organisations from more than 70 countries have received the prize. Only 5% of the recipients are women. In this lesson, we focus on some of them to learn more about their ground-breaking work in science.
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References
[1] Karen Uhlenbeck is the first woman to win the "Nobel" of mathematics https://www.sabado.pt/vida/detalhe/karen-uhlenbeck-e-a-primeira-mulher-a-ganhar-o-nobel-da- matematica?fbclid=IwAR2ieml7EIzcftE25OnYOQpbqvw86lrCWryi5yKnZoek1jCUKG_V53eXywY [2] Women behind big inventions attributed to men https://www.maxima.pt/celebridades/detalhe/as-mulheres-por-detras-de-grandes- invencoes?fbclid=IwAR3pH1vIevKlIn_yMPKCmfg87jyf1FW0fdAOZL0jK-DCqVhi50ChqAE2nRE [3] Portuguese women lead ranking of science, technology and mathematics - https://www.dn.pt/portugal/interior/portuguesas-lideram-ranking-de-ciencias-tecnologia-e-matematicas- 9224960.html?fbclid=IwAR2novoShz9w0SdiSDN2PX3isGQex2OEwBu1u9lmgVPbjYJvqz4AIw1LAEo [4] Sea, brain, spine and immunity. These are the Portuguese scientists of the year https://www.dn.pt/vida-e-futuro/interior/mar-cerebro-coluna-e-imunidade-estas-sao-as- cientistas-portuguesas-do-ano- 10608777.html?target=conteudo_fechado&fbclid=IwAR3DC1uUaDu8wjrd4-QcUY1phEgLL- mtfebkhxZ9sAhAbD_8MM-WixfIWI4 [5] The most powerful Portuguese women in business https://observador.pt/2018/10/30/as-10-mulheres-portuguesas-mais-poderosas-nos-negocios/ [6] Student Melanie Vicente represents Portugal in Miss World http://jornaldeangola.sapo.ao/gente/estudante_melanie_vicente_representa_portugal_no_miss_ mundo [7] ALGARVE CUP: SEVEN NATIONAL SELECTIONS PARTICIPATED IN THE FEMININE WORLD OF FUTEEBOL, PORTUGAL FOCUSED ON EURO2021 https://desporto.sapo.pt/futebol/futebol-feminino/artigos/algarve-cup-sete-selecoes-preparam- mundial-feminino-portugal-foca-se-no-euro2021 https://www.fpf.pt/competicoes/futebol/feminino/algarve-cup [8] Ana Aslan was a Romanian specialist in gerontology, an academic since 1974, director of the National Institute of Geriatrics and Gerontology. She highlighted the importance of procaine in relieving age-related dystrophic disorders by applying her extensively to the geriatric clinic under the name Gerovital). Source: https://ana-aslan.ro/biografie/ [9] The Director Theodore Melfi took the biographical book with the same name of writer Margot Lee Shetterly about African-American women who worked as a mathematician at NASA and wrote with Allison Schroeder a clever script about three women who had a vital role in the early years of the US space program, but which almost nobody heard: Katherine Johnson, Mary Jackson and Dorothy Vaughan (interpreted by Taraji P. Henson, Octavia Spencer and Janelle Monae). Source: https://www.newmoney.ro/figuri-ascunse-un-film- despre-viata-femeilor-de-culoare-in-america-anilor-60/ [10] OECD puts Portugal at the top of the list with more women trained in science, with 57%, well above the average of the organization https://www.dn.pt/portugal/interior/portuguesas-lideram- ranking-de-ciencias-tecnologia-e-matematicas- 9224960.html?fbclid=IwAR2novoShz9w0SdiSDN2PX3isGQex2OEwBu1u9lmgVPbjYJvqz4AIw1LAEo [11] More than half of the scientists and engineers in Portugal are women https://observador.pt/2019/02/11/mais-de-metade-dos-cientistas-e-engenheiros-em-portugal- sao-mulheres/?fbclid=IwAR3dFLfhaxcBz9H07l9yyHzHHjYtUod4Z2h8_UPKjWxYBDHbsUkARr8XxqE [12] Source: https://en.wikipedia.org/wiki/Laura_Codru%C8%9Ba_K%C3%B6vesi [13] Simona Halep born 27 September 1991 is a Romanian professional tennis player. The Women's Tennis Association (WTA) ranked her world No. 1 in singles on two separate occasions between 2017 and 2019. She reached the No. 1 ranking for the first time on October 9, 2017. On her second occasion, she held the ranking
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for 48 consecutive weeks. In total, she has been No. 1 for 64 weeks, which ranks tenth in the history of female tennis. Halep was the year-end No. 1 in 2017 and 2018. She is currently ranked world No. 2 on the WTA Tour, and has won 18 WTA singles titles. Halep has also finished runner-up 15 times. Source: https://en.wikipedia.org/wiki/Simona_Halep [14] Ana Maria Brânză, born 26 November 1984, current name Ana Maria Popescu) is a Romanian épée fencer. She earned the silver medal in the individual épée event at the 2008 Summer Olympic Games[2] and the gold medal in the 2013 European Fencing Championships. She won the women's épée World Cup series a record- equalling three times (2007–08, 2008–09, and 2012–13), with thirteen World Cup titles to her name. With the Romanian team she was twice World champion (2010 and 2011) and six-times European champion (2006, 2008, 2009, 2011, 2014, and 2015). Source: https://en.wikipedia.org/wiki/Ana_Maria_Popescu [15] Ana Maria Brânză is also a volunteer at the Association for Therapeutic Intervention in Autism, initiator of the humanitarian project "Run for Your Day" Source: https://www.anamariabranza.ro/ [16] At the age of 14, Romanian gymnast Nadia Comaneci became an international sensation after her performance at Montreal’s 1976 Olympics. She earned seven perfect scores and five medals, including three golds, and was the first gymnast to ever earn a perfect score in Olympic competition. Comaneci went on to compete in the 1980 Moscow games and brought her lifetime medal total to five golds, three silvers and one bronze. She retired from competition in 1984 and became a judge and the coach of the Romanian national team. In 1989 Comaneci fled Romania and was granted political asylum in the United States. She settled in Norman, Oklahoma and married U.S. gymnast Bart Connor in 1996. Comaneci became a U.S. citizen in 2001. Source: https://www.who2.com/bio/nadia-comaneci/ [17] Gabriela Szabo (Romanian pronunciation: [ɡabriˈela ˈsabo], born 14 November 1975)[1] is a retired Romanian runner. She competed in the 1500 m and 5000 m events at the 1996 and 2000 Olympics and won a gold, a silver and a bronze medal. Szabo was born to a Romanian mother and a Hungarian father,[2] yet she does not speak Hungarian at all.Szabo is a three-time world champion. Throughout her entire career she was coached by Zsolt Gyöngyössy, whom she eventually married. In May 2005 she retired from competitions due to exhaustion. She remains the European record holder in the 3000 m. As of 19 August 2013 she held the honorific title of Romanian Tourism Ambassador,[4] together with other 7 cultural and sport personalities of Romania. Source: https://en.wikipedia.org/wiki/Gabriela_Szabo [18] Sources: https://www.nobelprize.org/uploads/2019/03/StudentWorksheet_NobelPrizeLessons_Women_W ho_Changed_Science.pdf https://www.nobelprize.org/uploads/2019/03/TeachersGuide_NobelPrizeLessons_Women_Who_ Changed_Science.pdf
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