Open Approach to Mitigate Gender Inequality in STEM
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This document discusses using openness and open educational resources (OER) to help mitigate gender inequality in STEM education. It provides context on current research showing factors that influence fewer women in STEM like implicit bias, self-efficacy, and historical stereotypes. Contemporary STEM initiatives from around the world aim to increase women in STEM but more work is needed. The principles of open education could help by providing flexible learning opportunities, open virtual labs, reducing costs, and addressing local contexts. A framework is proposed with four components: regulatory policies and standards, research and innovation, practice of open pedagogy, and enablers like role models and peer support, to support women in STEM through open education.
![Open Learning Principles (Saide, 2012)
Hartwell [CC-BY-SA] http://commons.wikimedia.org
• Opportunities and capacity
for lifelong learning
• Learner-centred;
independent & critical
thinking
• Flexibility: determine where,
when, what, how, & own
pace
• Recognise prior learning &
experience
• Accumulate credits from
different contexts
• Conditions for fair chance of
learner success](https://image.slidesharecdn.com/mallinsonoergenderstemfinal-170819170817/85/Open-Approach-to-Mitigate-Gender-Inequality-in-STEM-10-320.jpg)
Open Approach to Mitigate Gender Inequality in STEM
- 1. Exploring Openness as an Approach to Mitigate Gender Inequality in STEM Education This work is licensed under a Creative Commons Attribution 4.0 International License. DETA 2017 22-25 August Kigali, Rwanda Regina Monyemangene and Brenda Mallinson (presenter)
- 2. Outline 2 Introduction & Context Summary of Current Research Contemporary STEM Initiatives Openness and Gender Guiding Open Principles Practical Framework
- 3. Context 3
- 4. Current Research Why so few women in STEM? Beliefs & Implicit Bias Self-efficacy Motivation Factors Historical Stereotype Interest Factors Persistence Factors Role Models Research –> Policy –> Practice continuum 4
- 5. Contemporary STEM Initiatives Country Specific 3 African Female Tech Experts (Uganda, Nigeria, Malawi) 1000 girls – 1000 futures (USA); hEr Volution (Canada) Robotix (India); Science in Australia Gender Equity (SAGE) (Australia) Region Specific European Centre for Women & Technology (Europe) Organization for Women in Science in the Developing World Global/International Girls in Tech (65 country programmes - 8 African) Little Miss Geek; Technovation Is there significant effect? Covering all Stem areas?
- 6. • Open Education • Open Learning • Open Courses • Open Educational Resources (OER) • Open Licensing (CC) • Open Access (OA) • Open Source Systems (OSS) Open Sourxe.com CC-BY-SA http://www.flickr.com/photos/opensourceway/5535034664/ Adapted from Czerniewicz (2012) CC-BY-SA Aspects of Open
- 7. Current research on OER & Gender OER & OEP Successes Women have a voice Connect with peers Access to information and education OER & OEP challenges Online: extreme inequalities in digital empowerment Offline: societal & economic barriers to women’s empowerment 7
- 8. Who is the Superhero? 8
- 9. Open Education for STEM - SWOT Analysis 9 • Uneven digital access • Perceived low quality of certification & resources • Wider access to education • Contextualisation of open educational resources • Insufficient female role models • Extended informal & flexible learning environment • Abundant OER on STEM topics Strengths Weak- nesses Threats Opportun- ities
- 10. Open Learning Principles (Saide, 2012) Hartwell [CC-BY-SA] http://commons.wikimedia.org • Opportunities and capacity for lifelong learning • Learner-centred; independent & critical thinking • Flexibility: determine where, when, what, how, & own pace • Recognise prior learning & experience • Accumulate credits from different contexts • Conditions for fair chance of learner success
- 11. 11 Regulatory Policy & Standards; Open Principles; Goals, Processes & Strategies; Metrics; Quality Assurance. Research & Innovation Role of OER and Open Education to mitigate inequalities of Gender in STEM; Identify challenges, propose innovative solutions. Practice Flexible learning opportunities; Open virtual labs; Learner centred; Promote success; Address context. Enablers Role Models; Mentoring; Self- efficacy; Peer support; Cost reduction; Incentives. OER, Open Access, Open courses, Open pedagogy. Framework: OER supporting women in STEM
- 12. Thank you for your attention. Questions? brenda.mallinson@gmail.com rmonyemster@gmail.com This work is licensed under a Creative Commons Attribution 4.0 International License. Available on SlideShare: http://www.slideshare.net/brenda6
Editor's Notes
- #4: Sustainable Development Goals (2015) https://sustainabledevelopment.un.org/?menu=1300 Goal 4: Quality Education https://sustainabledevelopment.un.org/sdg4 Goal 5: Gender Equality https://sustainabledevelopment.un.org/sdg5 Goal 9: Industry, innovation and infrastructure https://sustainabledevelopment.un.org/sdg9
- #5: Ackerman et al: https://scholarship.rice.edu/bitstream/handle/1911/71878/EDU-EDU2-Ackerman20122008-RR.pdf;sequence=1 Backer+Halualani: https://peer.asee.org/21475 Bettinger+Long: https://www.researchgate.net/profile/Bridget_Long2/publication/4981118_Do_Faculty_Serve_as_Role_Models_The_Impact_of_Instructor_Gender_on_Female_Students/links/571a2df708ae7f552a472a58.pdf Garbero: https://blogs.biomedcentral.com/bmcblog/2017/02/10/inspired-women-science-take-stand-gender-inequality/ Hill, Corbet + St. Rose: http://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engineering-and-Mathematics.pdf Talley+Ortez: https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0059-2 AAUW: http://www.aauw.org/what-we-do/stem-education/ Self efficacy- one’s belief in ability to succeed / accomplish a task
- #6: Dorothy Okello (Uganda); Tope Ogundipe (Nigeria); Rachel Sibande (Malawi); Women’s Rights online programme http://webfoundation.org/2017/02/women-in-stem-words-of-inspiration-from-three-of-africas-leading-female-tech-experts/ From: http://interestingengineering.com/10-great-initiatives-bring-women-stem-around-world/ Girls in Tech: African programmes – Cameroon, Egypt, Ghana, Kenya, Mauritius, Morocco, Nigeria, and Reunion. World Wide Learn: 15 initiatives for bringing girls into STEM: http://www.worldwidelearn.com/education-articles/15-innovative-initiatives-bringing-women-into-stem.html http://mashable.com/2016/01/22/women-in-stem-global/#Kv.jOh.z6uqU
- #7: “Openness” can now be associated with learning materials, platforms and practices Downes – first admissions were open, then educational resources and now whole courses are open. Proponents demand that learning be free of charge and that materials can be reused Image: Teaching Open Source Practices, Open Source. Com CC-BY-SA http://www.flickr.com/photos/opensourceway/5535034664/sizes/o/in/photostream/ Slide from Krull & Mallinson The Rise of Openness and Online Learning (eLU, 2014)
- #8: Perryman, L. A., & de los Arcos, B. (2016). Women’s empowerment through openness: OER, OEP and the Sustainable Development Goals. Open Praxis, 8(2), 163-180. Available online at: http://openpraxis.org/index.php/OpenPraxis/article/viewFile/289/206 Rosell-Aguilar, F. (2013). Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user. Computers & Education, 67, 121-129. Available online at http://oro.open.ac.uk/37382/1/Rosell%20Aguilar%20(2013)%20Delivering%20Unprecedented%20access%20to%20learning.pdf IT related: Gurumurthy, A. & Chami, N. (2014). Gender equality in the information society: a review of current literature and recommendations for policy and practice. IT for Change & BRIDGE. Available online at: http://www.gender-is-citizenship.net/women-and-governance/sites/gender-is-citizenship.net.women-and-governance/files/Final%20India%20Research%20Brief_September2014.pdf IT for Change (2014). WWW Research Study on ‘ICTs for Empowerment of Women and Girls.’ Available online at: http://www.itforchange.net/WWW_Research_Study_on_ICTs_for_Empowerment_of_Women_and_Girls
- #9: From COL / AVU ICT MOOC Module 3: How to use ICTs to enhance your teaching and learning. (2015)
- #10: The lack of female role models is general to STEM, rather than particular to Open Education.
- #11: Principles from Saide (2012) Success through learner support, contextually appropriate resources and sound pedagogical practices Learner-centred: Encourage active engagement leading to independent and critical thinking RPL: wherever possible; arrangements for credit transfer and articulation between qualifications facilitate further learning Image: Lane Hartwell “Mini Wikipedia globe” CC-BY-SA http://commons.wikimedia.org/wiki/File:Wikipedia_mini_globe_handheld.jpg Slide from Krull+Mallinson eLU 2014
- #12: Open principles, OER, and Open Access at the centre Policy: sets out goals, processes and strategies, Metrics - institutional scorecard Research and innovation shared openly Opportunities for flexible learning, virtual labs Role Models & Mentoring http://oasis.col.org/bitstream/handle/11599/2731/2017_Tezare_Institutional-Scorecard-Gender-Mainstreaming_Viewing.pdf?sequence=1&isAllowed=y