According to the Global Gender Gap Report 2020, most of the countries have achieved gender parity in educational attainment. Furthermore, Latin America and Europe have more women than men enrolled in tertiary education. The problem arises when those numbers are analysed by degree studies. There is a gender gap in science, technology, engineering and mathematics (STEM), with a low number of women enrolled in those programs and even lower numbers of graduates. The universities have a key role to steer new conceptions and understanding of the females in STEM. The higher education institutions have to define measures and policies to reduce the gender gap in the careers of the future. This work aims to provide a proposal to analyse the gender equality gap in STEM as a first step to define gender equality action plans focused on processes of attraction, access and retention and guidance in STEM programs. The proposal was applied in ten Latin American universities from Chile,

The results indicate elevated spouse concordance for MDE independent of the risk factors assessed in the present study.

This case study examines a Nordic on-line course on gender equality promotion in education, in which principals, teachers, school staff and gender equality activists engaged in dialogue regarding contents and practices. The on-line course was designed with reference to promising practices identified in a previous Nordic network project. The article considers challenges appearing across localities in relation to diversity, in gender equality promotion practices, policies and pedagogies. Digitalisation enables educational collaboration among teacher education institutions between the distant Nordic countries and facilitates the dissemination of Nordic education and the gender equality model, but this raises questions about whether these forms of education and equality are globally ‘branded’; and whether an intersectional gender equality promotion approach can be contextually and locally specific. This paper focuses on the contradictions of gender/sex binary concepts impairing understandings of diversity, sexuality and identity, the consequences of the emergence of scepticism toward practice standardisation, discrepancies between norms of equal treatment and critical reflection, and the development of citizen-based actions initiating policy changes. It is shown that the results of the project will benefit Nordic collaboration on teacher education development.