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we have the national girls' math olympiad and science competitions

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Front of this inequality
Special studies are carried out in my country in order to gain a reputation.

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Interested

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In Romania, there is the same interest in studying and then working in this field. Because it is a well paid domain is also very much sought after in the country.

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When it comes to STEM education, it's important to start early. There is  so many universities, institutes and center related STEM deparment in my country.

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In my school, a scientific high school, there is a gender difference in STEM, but girls are more interested and more competent than boys who are in opposition to regional and national trends.

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There is an increased interest in the STEM field only that many of the graduates get emigrated for better paid jobs

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In my town, STEM activities attract women especially if they are women to propose them. In the coming month of December, I will start a STEM project organized by me on extracurricular timetable for boys and girls of 5 years, the participation of the girls was total.

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Most of the students are taught for humanities, but lately there is a tendency for the scientific subjects to come.

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In Spain, there are several STEM fields where men are the majority. However, women have major implications in another fields as cryptography or biotechnology.

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Men in Lithuania dominate in the field of STEM, but there are activities, that women will come to this area.

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Jeane de Fatima, Rio de Janeiro - Brasil

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Jeane de Fatima, Rio de Janeiro - Brasil

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Agenda 2030 ONU

Objective 5. Achieve gender equality and empower all women and girls

5.1 Ending all forms of discrimination against all women and girls everywhere

5.2 Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other forms of exploitation

5.3 Eliminate all harmful practices, such as premature, forced and child marriages and female genital mutilation

5.4 Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies, as well as the promotion of shared responsibility within the home and family, according to national contexts

5.5 Ensure full and effective participation of women and equal opportunities for leadership at all levels of decision-making in political, economic and public life

5.6 Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Program of Action of the International Conference on Population and Development and the Beijing Platform for Action and the documents resulting from its review conferences

5.a Undertake reforms to give women equal rights to economic resources, as well as access to property and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws

5.b Increase the use of grassroots technologies, in particular information and communication technologies, to promote the empowerment of women

5.c Adopt and strengthen sound policies and applicable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels

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In my country many girls are interested in STEM area butthere’s a gap in research careers from male and female

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In Romania there are more and more girls and young women interested in studying and working in STEM domains, IT especially. I think the main reason is that these are better-paid domains and because they are part of so-called digital generation, who are very confident when it comes to technology.

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In Lithuania, women make up only 30% of science and engineering specialists.

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We tend to think that only boys are interested in STEM careers But the girls are just as interested in this.Being more conscious, they can excel in this area.

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Girls and female teachers are more interested in STEM. They want to be more informed, spend time and effort to learn.

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Female students interest STEM areas.They are talented but more of them dont want to study STEM areas

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In Lithuania, men dominate study fields such as computing and engineering while women hold the majority of degrees in social services and health care.

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In my schoolin particular, there are approximately students of both genders equally in STEM disciplines; many of which are going to study engineering at the University, although it is not always like that.

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In Latvia, a lot of women are engaged in science.

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Female students are talented STEM.But less of them want to study STEM areas.

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There is so much potantial in favour of our girls trained in science based schools and so many universities, institutes and center related STEM deparment in my country.

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Only 28.4% of the world’s researchers are women and in India, women comprise only 14% of the researchers.
In India, the students are very STEM oriented. In urban areas, you see many female students in STEM but in rural areas, the figures are poor. Also state wise the statistics differ.

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In my country female students are interested in STEM careers and more and more choose such careers.

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Donne e nuove tecnologie – di Mario Fierli - Iniziative per l’ADA-DAY e un’intervista a Linda Giannini

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Iniziative per l'ADA-DAY e un'intervista a Linda Giannini.

L'ADA-DAY è una ricorrenza annuale in onore di Ada Lovalace. Ada Lovelace, nata Byron, è l'esempio eccellente di una di quelle donne che, secoli prima del loro accesso alle carriere accademiche, esercitarono la scienza, spesso in dialogo e collaborazione con famosi scienziati, e con risultati straordinari. Ada, educata alla matematica, lavorò con Charles Babbage, matematico, tecnologo, economista, inventò nel primo Ottocento la Macchina Analitica, vera anticipazione del moderno Calcolatore Programmabile.

Ada Lovelace, in un famoso saggio, ne studiò e spiegò la struttura e il funzionamento e mostrò come si poteva scrivere un programma per risolvere un complesso problema matematico. Il suo contributo più originale furono forse le intuizioni epistemologiche sul ruolo che il calcolo automatico avrebbe assunto in rapporto alla matematica, alla nascita di un nuovo modo di essere di questa disciplina e, più in generale, alla possibilità di applicare tale calcolo ad altre attività dell'intelletto. Si sono tenute il 10 di Ottobre o in date vicine molte iniziative in tutto il mondo e alcune anche in Italia (Torino, Cassino, Cagliari, Livorno).

Al museo della scienza di Livorno si è tenuto l'incontro "Le donne protagoniste delle nuove tecnologie"m organizzato dalle due associazioni Caffè della Scienza di Livorno e La Nuova Limonaia di Pisa e introdotto dal sottoscritto. Hanno partecipato Linda Pagli, informatica dell'Università di Pisa, Monica Zoppè, biologa del CNR di Pisa, Anna Rossi, biologa della Nuova Limonaia, e Caterina Cassetti, docente di informatica a Livorno.

In questa occasione ho pensato di intervistare, su questo tema, Linda Giannini, membro del Comitato di Redazione di Education 2.0, Tecnovisionaria nella Conferenza Internazionale Women&Technologies 2009 grande esperta di tecnologie nell'educazione e particolarmente impegnata in esperienze con i bambini.
1 - Lo studio svolto nel 2009 sul rapporto fra donne e ICT, al quale tu e Carlo avete partecipato rivelò con chiarezza che le donne non hanno antipatia per le ICT, ma nella maggior parte dei casi non le vedono come un ambito di lavoro e di carriera. Ci sono alcuni aspetti di quello studio che vorresti sottolineare?
R: Carlo Nati ed io abbiamo partecipato in qualità di National co-coordinator of the "Environment for Young Europeans website" of European schoolnet WHITE PAPER Women and ICT Why are girls still not attracted to ICT studies and careers? (**) Vorrei sottolineare che dal rapporto (che ha coinvolto genitori, insegnanti, studentesse e studenti) emerse che l'interesse per l'informatica e l'uso quotidiano del PC non bastano se mancano modelli femminili a cui ispirarsi e persiste la convinzione che l'ICT sia "un mondo da uomini". L'atteggiamento delle madri è essenziale per incoraggiare le figlie. Dalla ricerca sono emerse alcune peculiarità positive che distinguono il nostro Paese dagli altri interessati alla ricerca.

Le madri italiane, pur senza competenze informatiche, sono due volte più interessate degli uomini ad acquisirne, con un dato superiore alla media rispetto a quanto registrato negli altri Paesi: un entusiasmo che, anche nei dati generali della ricerca, si è rivelato la chiave per una immagine positiva dell'ICT fra madri e figlie. Non è la competenza in sé a fare la differenza, quanto l'atteggiamento positivo delle genitrici.

Inoltre analizzando la percezione del lavoro ICT fra studentesse e studenti è emerso che le generazioni più giovani hanno un livello di fiducia nell'attitudine per l'ICT delle ragazze più alto di quanto si sia riscontrato negli altri gruppi. Il 15% di essi ha dichiarato di ritenere che le donne farebbero meglio degli uomini un lavoro di system engineer.
2 - Vorrei osservare questo problema all'origine, quando nasce nel rapporto fra i bambini, le ICT e la robotica, di cui tu sei protagonista e osservatrice. Quando è che si manifesta il minore interesse/impegno delle bambine? E come si manifesta?
R: Per quanto riguarda la primissima infanzia e, in particolare, la scuola dell'infanzia, Carlo Nati ed io presentammo a Prema (**) Barcellona in occasione del Workshop internazionale: Gender-Sensitivity and Pluralism in Mathematics Education, alcune riflessioni che potrebbe essere interessante condividere qui.

L'organizzazione che bambine/i dai due anni e mezzo ai sei anni danno con i giochi e' flessibile, mutevole nel tempo, variabile. In sezioni organizzate a mo di laboratorio (esempio gli odierni atelier creativi) chi è al computer, tablet, ipad senza alcun problema è interessato anche a giochi meno tecnologici come costruzioni, travestimenti, colori, pongo.... in quanto entrano i gioco curiosità, voglia ricercare, sperimentare, creare, personalizzare, ....Per certo - se l'ambiente lo consente e non fornisce occasioni stereotipate, bambine/i non si organizzano per divisioni nette: i maschi da una parte e le femmine dall'altra.

Abbiamo spesso affrontato a scuola l'argomento arrivando insieme a questa conclusione: anche se il mercato - seguendo cliché - mette in commercio "oggetti" diversi per femmine e maschi, bambine e bambini, se lasciati liberi, giocano con tutto indifferentemente.

Quindi può capitare che Giorgia abbia i capelli corti e che Andrea li porti lunghi, che la tuta e le scarpe da ginnastica come quelle di Luigi vengano tranquillamente indossate da Luisa.

Il gioco con le ICT così come quello "della cucina" sono richiestissimi indifferentemente da bambini e dalle bambine, così come i giochi con bambole e bambolotti.

Stessa cosa vale per i travestimenti o per i grembiulini "per la pittura"; se bambine e bambini vengono lasciati liberi di decidere quale indossare la loro scelta per lo più è svincolata da preconcetti e stereotipi.

Per quanto riguarda la primissima infanzia e, in particolare, la scuola dell'infanzia, Carlo Nati ed io presentammo a Prema (**) Barcellona in occasione del Workshop internazionale: Gender-Sensitivity and Pluralism in Mathematics Education, alcune riflessioni che potrebbe essere interessante condividere qui.Per quanto riguarda la primissima infanzia e, in particolare, la scuola dell'infanzia, Carlo Nati ed io presentammo a Prema (**) Barcellona in occasione del Workshop internazionale: Gender-Sensitivity and Pluralism in Mathematics Education, alcune riflessioni che potrebbe essere interessante condividere qui.er quanto riguarda la primissima infanzia e, in particolare, la scuola dell'infanzia, Carlo Nati ed io presentammo a Prema (**) Barcellona in occasione del Workshop internazionale: Gender-Sensitivity and Pluralism in Mathematics Education, alcune riflessioni che potrebbe essere interessante condividere qui.

Però il peso degli stereotipi è sempre molto forte, specie negli adulti. Nella ricerca effettuata valutammo quattro tipici profili ICT (sales manager, software developer, system engineer, network consulting engineer - responsabile di vendita, sviluppatore di software, ingegnere di sistema, consulente di rete) ed emerse che genitori e insegnanti di entrambi i sessi ritenevano che per questi quattro profili fossero "più adatti agli uomini".

Dunque, col crescere dell'età di alunne/i, capita sempre più spesso che alle olimpiadi dell'informatica partecipino in prevalenza ragazzi e che ad ingegneria si iscrivano più maschi che femmine.
3 - Sherry Turkel, la psicologa e sociologa dell'MIT che ha seguito fin dall'inizio l'esperienza di Papert sostenne nel libro Il secondo io che c'è qualcosa di profondo, a livello psicologico, che porta le bambine ad avere un diverso atteggiamento verso le tecnologie (meno interesse alle regole e più alla personalizzazione e alla comunicazione, al significato) rispetto ai bambini. Recentemente poi, ha sostenuto che nel linguaggio delle tecnologie c'è qualcosa di "maschilista" che respinge le donne. Concordi con queste idee o pensi che pesi di più (o solo) il condizionamento sociale?
Concordo che gli oggetti tecnologici siano troppo spesso pensati per accentuare il divario di genere ma allo stesso tempo ho notato che la famiglia e la scuola possono creare ambienti ed occasioni stimolanti in grado di superare questo divario evitando così di accentuare separazioni nette. Per quanto la scuola dell'infanzia e, quindi, la fascia d'età che va dai due anni e mezzo ai sei anni, quando e se i condizionamenti sono meno evidenti, bambine e bambini non si pongono alcun problema nel condividere gli stessi giochi.

Inoltre - in alcuni casi - come per pensiero computazionale e robotica, se i condizionamenti di genere non sono forti, si supera anche il divario d'età portando grandi e piccini a condividere ben volentieri le medesime esperienze.
Note:
(*) Documento elaborato da Carlo Nati e Linda Giannini sulla base di una ricerca della Comunità Europea. Il White Paper (in italiano) analizza il rapporto tra le donne e la tecnologia in Italia.

(**) PREMA project aims at the deepening of understanding of the socio-cultural and pedagogical factors that impede upon girls' performance in mathematics which in turn affect women's under-representation in areas of social and economic importance.

Mario Fierli

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Donne e nuove tecnologie - di Mario Fierli

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Iniziative per l'ADA-DAY e un'intervista a Linda Giannini. L'ADA-DAY è una ricorrenza annuale in onore di Ada Lovalace. Ada Lovelace, nata Byron, è l'esempio eccellente di una di quelle donne che, secoli prima del loro accesso alle carriere accademiche, esercitarono la scienza, spesso in dialogo e collaborazione con famosi scienziati, e con risultati straordinari.

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In my country modern parents give support their daughter but conservative parents don't

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I think female students have different points of view depending on where are they from. There are lots of women that like STEM areas and these numbers are increasing day by day.

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There are less women in Steam careers and there are less girls interested on that. Anyway, there are companies working on that point like Cisco.

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Female studenst in my school show great interests in STEM.

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in my country, female  students like STEM and they are very good in this area but they don't think about STEM carriers.

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I think that in Italy there are a lot of women that are interested in Stem careers but I do not why in the scientifics classroom there are less women than men. I know that in Italy there are a lot of women researchs in the social field but less in the ingegnering, technology, physics and so on.

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There are many girls interested in STEM in my country. According to an Intel study conducted on 7-11 March 2015, 74.13% of young women in Romania want to pursue a career in research and development. Many women also have a career in STEM.

Becoming a researcher in the US, Lia Stanciu (45 years) has developed a device that can relieve patients with fractures of disabling surgical interventions.
Viviana Gradinaru, the Romanian from Vaslui (under 40) revolutionized the scientific world.
She has been able to obtain for the first time in the total transparent history of a mouse's body. The importance of this invented technique is huge. It can be applied to the human brain so that specialists can get a complete scan of the molecules. Specifically, the technique will help in researching diseases such as Parkinson's, Alzheimer's, or autism.

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In my country women are equal to men. So women occupy leadership positions are promoted in STEM.

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In our country, orientation towards STEM fields is less in girls than in boys. Universities and various institutions are aware of this situation. Projects are being conducted to direct girls to STEM areas.

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In my country female students are getting interested in STEM areas. There are also many women in research careers.

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In my country, more and more girls are interested in STEM. I don't think that is a gender gap in STEM in my country.

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In my country boys chose STEM carriers generraly, but i think girls have better grades than boys. But family and work areas affect the career choices of girls.

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In my country girls normally have better grades than boys in STEM. Unfortunately many of them do not see her selfs working in STEM careers, or their families encourage them to study a career that is more "appropiate" for girls.

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In my country generaly boys chose STEM carriers. Female students like STEM and they are a very good in this areas, but they don't think about STEM carriers.

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Most of my female students like science and because of this they really interested in STEM careers. but even today's 21st century tech stuations many of female students can't imagine for stem careers. because their  parents not allow them going on school

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in my country gender equality is now reached new heights stil it can be felt in bits and pieces

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in my country gender equality is now reached new heights stil it can be felt in bits and pieces

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haritha, IND

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There is not a difference in my country between boys and girls regarding STEM careers.

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Türkiye Biology
One of the most important applications that prepare the ground for equality between men and women is STEM studies. In the process of career planning, equality is being created as a role model for counterinsiders. Women have an important place in free business and employment. numerical equality in higher education transitions and master programs is deteriorating positively towards women. There are more female participants in the STEM Training programs. For this reason, efforts to encourage STEM education are being applied to male subjects.

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ITALY
Although countries have dramatically closed gender gaps in education and labor force participation, gender differences within education and employment persist. Women earn less income and work in lower paying occupations and sectors than men do. Women are less likely to become entrepreneurs, and, when they do, they typically run smaller, less-profitable firms. We need to keep small changes in behavior and aspirations can go a long way toward building a more equal future for today’s girls and boys.

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There is not a difference in my country between boys and girls regarding STEM careers. Girls are present in all types of industries, in medicine, science, research.

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In my country  there is no gender  gap im the STEM field. During  the communist past, women were forced to be equal with men in all professions. Nowdays  the results of this politic is seen in the large number of female  researchers at all scientific institutions. The girls are  the predominant number   university students in biology and chemistry. More than half of the students  in IT and in mathematics are girls. Almost half of the students  in Faculties of Physics are girls.

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Unfortunately my students do not really think about STEM careers, because I teach at a hotel school. But I can say something about my daughter's school ........
The girls are very interested in STEM careers and they are attending, afternoon classes, beyond school time, on science themes. I think that much depends on the teacher.

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I think that female students are not really interested in STEM subjects; you should increase the curiosity

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Yes, especially in medicine and pharmacy.

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In my school there is a general focus on STEM subjects and not a focus on the STEM gender gap persay. There is still conscientious and unconscientious bias regularly that perpetuate gender stereotypes which impacts all students and their choices.

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Though there does nto seem to exist a big gender gap in STEM in Greece female students are not really interested in STEM areas or research careers.

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In my country,gender gap in the ares STEM does not exist. The reason is probably the long-standing influence of communism who propagated gender equality in work and education.

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There is a gender gap in the areas of STEM in Turkey. Because women are often interested in or appropriate for social sciences. For example, male students are generally trained in technical departments such as engineering departments, while female students are often trained in social departments such as the education faculty.

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Today, with many studies, women will come to the forefront of this field.

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I see more and more girls interested in STEM areas, but is true that in opinion of many, this kind of area aren t for girls.

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Girls here prefer health related studies, whereas boy are the ones who fill the engineering classes, specially computer engineering. Both areas would benefit from a greater mixture of male and female points of view. Sometimes I get the feeling that we are going backwards, that is, we used to make a greater effort to give boys and girls similar motivation and opportunities and now society is falling back to cheap stereotypes.

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Despite an improvement in female interest in STEM, men continue to form the majority.

While at secondary school a situation of near equality has been reached, from the university on an ever growing gap can be observed as the level of academic degree increases, with a clearly higher precentage of men in STEM-jobs. In my opinion, this gap has to do with the fact that in my country women dedicate more time to domestic tasks then men.

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Yasemin Atılgan Selçuklu Kindergarden Konya/T

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Yasemin Atılgan Selçuklu Kindergarden Konya/T

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Girls have gained practical experience and hands-on exercises in STEM subjects; To learn about real life practices that show what they can do with STEM topics and to be more confident than the equal treatment of men and women in their STEM careers. So I think how sorry I am for STEM to make the numbers of interesting girls uncomfortable.but STEM training will change this fact

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Having role models and support at home and in the classroom are key drivers for girls wanting to keep studying STEM subjects. Others included gaining practical experiences and hands-on exercises in STEM subjects; learning about real-life applications that show what they can do with STEM subjects and feeling more confident that men and women were treated equally in STEM careers. So, What a pity that the numbers of the girls interesting in STEM is not satisfying but all in all it is encouraging.

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it can be said that female students are less interested in STEM than male students. but the number of female researchers involved in the stem in their career is quite high

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in my school the girl stundents are not mostly interested in STEM areas. They prefer health areas or others.

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Depending on their own problems, each nation is committed to facilitating the integration of women into STEM by promoting civic education and leadership for girls and by increasing support for women entrepreneurs.

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I don't know, is there a gender gap in STEM in my country - I don't think about my students from gender perspective. Only thing that matters is the interest in STEM

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According to the some researches on Stem Careers, percentage of girls in first 1000 students who preferred Stem at university exams is % 18.61 between 2000-2014. There is a big difference between boys and girls . In another research from OECD in 2014, students graduated from STEM including both bachelor's degree and master degree is % 17.

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Many women in my country are interested in STEM and study these disciplines at state-of-the-art campuses

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Girl students are taking up less space in STEM skills. They should be encouraged.

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Gender gap in the academic world is not due to low female participation at the university but to the clear tendency to choose non-STEM study paths.
Although Italian women graduating at the STEM faculty are still fewer than their colleagues, men should point out that these tend to have some results
universities, both in terms of academic achievements and in terms of completion time. Gender gaps still remain in many areas, such as IT.
A high proportion of Italian households tend to target their children to paths
educated on the basis of gender.
Parents tend to consider
most likely a future career in science, technology, engineering, and mathematics for
male sons rather than female daughters.

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Lately, more and more girls have become interested in STEM careers but still they aren't numerous. Those who have chosen such professions become really famous and very productive.

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In Estonia the position of women in STEM industries is good: 54.6% - male, 45, 4% - female.

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I have to say that in Greece  the gap was obvious for years but is decreasing fast.

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Girls want to participate in STEM careers not at the same rate as boys. In my country girls don´t have the same opportunities as boys, girls have to double efforts to get important jobs.

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I think especially female teachers have an important role as being a role model for next generations

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In Turkey there is a disrespancy between girls and boys in respect of having interest in the field of stem

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In Greece there is a high interest in STEM subjects from women. Although mostly men rule in those fields. Apart from medicine, where men and women are kind of equal.

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Turkish girls are getting more curious about science and mathematics but in practice they re not in the desired amount.

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I think that  teachers should  motivate interest in these fields and support  their confidence and abilities in scientific school subject and encourage them  that, in this way, they can have a full access to educational and employment opportunities in  science, technology, engineering, and mathematics.

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In Italy the situation is not changing........Stem is strictly connected with men and women in Stem are outsiders but admired and appreciated. The street is the hardest, but we have to promote  female support in STEM careers.

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Female students used to get better marks than male student, but they used to choose health related career rather than STEM careers. Female students study Phisics, chemistry, maths, ict.... but they don't choose STEM careers, they usually prefer being a phisician, nursing, or STEM carrer but they end up in teaching

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In Italy and in Italian society in general, there is still a lot of career difference especially in STEM between males and females. The STEM careers are choosen by males, but in the last years the situation is changing...

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I think that female students are interested and curi

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In my school there are 50-50 students that see themselfs in some STEM careers, but usually we have to currage girls to go that way... they try to go easiest way through life (so optionaly studies some unSTEM university) because girls think that it is hard to be woman, mother and wife in the same time with career.

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In my school (Vocational Educational and Training School) we have STEM courses and only have arround 3% of girls... I think this answers the question...

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In my school and educational system, the girls and the boys have the same rights.

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In Italian society there is still much psychological resistance on the part of women to the technology world. It is thought to be a purely male job. Now, timid signs of development are starting towards a more open-minded criterion in primary school, but it seems to me that it is still a very long journey.~

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In Romania, it is noted that despite positive changes in recent years, gender equality has not yet been achieved in the scientific environment. The presence of women in some STEM professions is still quite low, indicating the existence of a "glass ceiling", ie invisible barriers based on prejudice, which prevent women from entering posts in STEM careers

There is still gender segregation both horizontally and vertically, although gender equality is one of the principles on which the EU is founded and must be respected everywhere on the labor market, and it is necessary to eliminate all forms of direct or indirect discrimination against women.

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I would like to invite you to visit the link below from which you can extrapolate a critical and realistic analysis of the situation of gender culture in Italy and the initiatives aimed at undoing the cultural gap between boys and girls and promoting the scientific culture.
http://ischool.startupitalia.eu/education/53014-20160325-stem-ragazze

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Even when almost all my students (in private lessons) have been girls and they want to improve in Math or Physics they don't see themselves following a STEM career, except some particular cases.
Regarding women in STEM areas, the number is growing but it is not enough to talk about gender equality. The main problem is that the gender equality in STEM careers is only a reflection of the equality in society, unfortunately in Mexico there is still a long way to go to talk about accomplishment of gender equality.

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Science is not about the gender so at first we have to clear this subject in our minds..gender equality will became a real part of the life only when women believe it..Because until that, the men they have grown couldn't believe gender equality..STEM careers are about talent, intelligent, hard working, special interest of science, engineering and maths so we have to teach students to improve this properties in their lives..In my country most female students can have chance to have a career and I hope the numbers of woman at science will increase by
these studyings in STEM..

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In my country there are a large number of women who are oriented towards careers related to health, education or cultural areas. But it is our mission to change this trend; that's why we're here!

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girls usually prefer to work in different areas rather than stem

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I can say that more female students are engaging with STEM subjects. Also more often we encounter female Greek researchers working at important international organizations.

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I think that is not many female students interested in STEM areas, but it is a few domains-in the field of education

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In the past the gap between men and women involved in stem carreers was bigger but now  the situation is changing. Very often women are more motivated and study more to get their aims. However there are still prejudices in certain fields.

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I think that female students are interested and curious.

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I think it's about culture, unfortunately in my country  companies give more opportunities to men, female students are interested but they feel
disappointed when they see the lack of opportunities

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Most female students in Turkey are interested in STEM areas as much as male students.The number of women in research careers are also increasing.

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Female students are involved in studying STEM. The problem is that there are not so many opportunities to practice a job career in Greece.

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Female students are involved in studying STEM. The problem is that there are not so many opportunities to practice a job career in Greece.

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Annie Belogianni, Greece

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Until now there are not too many females involve in STEAM. Since now the number is growing

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Female students are interested in STEM subjects as much as male students.

Many researchers in the biomedical field are women in my country. I am not sure about numbers in other fields.

The problem of stem careers is that there are still many prejudices about women working in stem areas. There is still a gender gap in society itself, more needs to be done.