Paridade de Gênero no Ensino Superior em STEM no Brasil: uma análise de 10 anos
Abstract
Science, Technology, Engineering, and Mathematics (STEM) are crucial areas for Brazil’s socioeconomic development, which suffer from a lack of diversity. In this paper, we analyze female participation in STEM Higher Education in the period of 10 years from 2010 to 2019 using the UNESCO SAGA methodology. The results show that female participation in STEM increased from 29,5% to 33,7%. At this pace, it would take 24 years to reach the minimum parity threshold (45%). We conclude that, even with positive changes during the analyzed period, Higher Education in STEM in Brazil still has considerable gender equality challenges that demand attention from diverse social actors to be improved faster.
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Inep (2021b). Cine Brasil. [link].
Jacobs, J. A. (1996). Gender Inequality and Higher Education. Annual Review of Sociology, v. 22, n. 1, p. 153–185.
Larghi, S. (2021). Gender Dimension of Digital Technologies. . GenderInSITE.
Larrondo-Petrie, M. and Beltran-Martinez, M. (2011). Gender and Engineering in the Americas: A Preliminary Study in 2010, the Inter-American Year of Women. In 2011 ASEE Annual Conference & Exposition Proceedings. . ASEE Conferences.
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Published
2023-08-06
How to Cite
NASCIMENTO, Luciana Maria Azevedo; LIMA, Yuri Oliveira de; BARBOSA, Carlos Eduardo; COSTA, Luis Felipe Coimbra; SANTOS, Ana Moura; GALENO, Larissa; XEXÉO, Geraldo Bonorino; SOUZA, Jano Moreira de.
Paridade de Gênero no Ensino Superior em STEM no Brasil: uma análise de 10 anos. In: WOMEN IN INFORMATION TECHNOLOGY (WIT), 17. , 2023, João Pessoa/PB.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 217-227.
ISSN 2763-8626.
DOI: https://doi.org/10.5753/wit.2023.229472.
