Through STEM education and OER to attract the girls in ICT career

Bencheva, Nina; Kostadinov, Nikolay

doi:10.1109/eaeeie46886.2019.9000472

Cited by 3 publications

(4 citation statements)

References 3 publications

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“…A key point to overcome this gender gap is to eliminate, in primary school, the negative attitude of girls toward mathematics [36]. Another point is that the integration of computer science from primary education should be a priority for educational authorities [28], forming part of the basic competences of any student. It is important to introduce computational thinking in all levels of the Educational system.…”

Section: Discussionmentioning

confidence: 99%

“…Recently, authors, such as Bencheva and Kostadinow in [28], have again stressed the importance of changing the perception that girls and, above all, their parents have about STEM careers, since they are the main guide in career choice. Furthermore, Olmedo-Torres et al in [29] concluded that the immediate environment, together with social stereotypes, are the primary reasons for the low presence of girls in STEM studies, relegating preferences to third place.…”

Section: Related Workmentioning

confidence: 99%

“…In the area of computer engineering, many initiatives have been carried out in recent years to promote these studies among girls and women-for instance, Benavent et al in [30] or Bencheva and Kostadinow in [28]. However, a significant gender gap in the existing ICT (Information and Communications Technology) specialists in the market can still be found (see Figure 2).…”

Section: Related Workmentioning

confidence: 99%

“…However, a significant gender gap in the existing ICT (Information and Communications Technology) specialists in the market can still be found (see Figure 2). Bencheva and Kostadinow in [28] recommend the integration of ICT in schools, as a way not only to reduce this gender gap, but also to improve the disposition of both sexes to ICT careers, given the shortage of this type of professional in the current labour market [5].…”

Section: Related Workmentioning

confidence: 99%

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Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education

et al. 2021

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In a setting that prioritises the achievement of Sustainable Development Goals (SDG), sustainable development cannot be achieved without the contribution of female talent. This paper is focused on studying the reasons for the gender gap and the offered strategies to reduce it. The debate on the reasons for the low enrolment rates of girls in technological degrees remains open in the literature. This study investigates the causes of why girls do not choose a computer engineering degree and makes a comparison between ex-ante (secondary school) and ex-post (higher education). Based on a survey of students from both secondary school (229) and higher education (171), a quantitative study on gender differences was performed. The chi-squared test was applied to compute the corresponding p-value. Gender significant differences concerning goals were found (such as, at secondary school, girls preferred to help people, whereas boys preferred to be rich or to have a lot of holidays), and degree preferences (secondary school girls showed great interest in degrees, such as psychology, criminology and medicine, while boys showed great interest in sports sciences and engineering). However, these differences cannot be attributed to the existence of gender stereotypes, to the poor social image of workers in that field, or to the goals to be achieved within this profession. Some proposals are offered to reduce the gap.

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Section: Discussionmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education

et al. 2021

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Using OER and teaching outside the classroom for enhancing STEM and ICT education

Bencheva

Kostadinov

2021

2021 30th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE)

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Information and communication technology (ICT) skills and job satisfaction of primary education teachers in the context of Covid-19. Theoretical model

Barba‐Sánchez

Rodrigues

Meseguer-Martínez

2022

EPI

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The Covid-19 pandemic has shown that educational systems must have an online component or even a substitute. However, the efforts for this necessary transition fall largely on the teaching staff, who have been forced to quickly adapt their activities to a virtual environment. In this study, a theoretical model for analyzing how teachers’ information and communications technology (ICT) skills and the integration of these technologies influence the improvement of teaching and teacher job satisfaction is introduced. The model also pays special attention to the gender gap related to the use of ICT in teaching. At the empirical level, the model is validated on a sample of 257 Spanish primary school teachers, using the partial least squares (PLS) structural equation method. The results of the analysis show that, although the teachers’ ICT skills help them improve their teaching activities, such skills do not have a direct impact on teachers’ job satisfaction. However, teachers who integrate ICTs into their teaching activities not only improve their results and lighten their workload but also enjoy higher job satisfaction, which translates into more motivated and committed teachers. In addition, teachers’ ICT skills influence job satisfaction in different ways depending on gender. Although, for female teachers, the integration of ICT increases their job satisfaction, the results show that, for male teachers, this integration should generate improvements in teaching to yield enhanced job satisfaction. As the main implication, it is recommended to invest in teachers’ ICT skills, as these lead to enhanced efficiency and motivation and enable the change toward an ICT-based teaching model.

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Through STEM education and OER to attract the girls in ICT career

Cited by 3 publications

References 3 publications

Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education

Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education

Using OER and teaching outside the classroom for enhancing STEM and ICT education

Information and communication technology (ICT) skills and job satisfaction of primary education teachers in the context of Covid-19. Theoretical model

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