Strategies to dynamize virtual classrooms using female role models in Science and Technology

Abstract

Despite the efforts to improve gender equality in society, gender segregation across industries and sectors in the labour market, as well as in educational programmes (degrees, subjects), is still a reality. The science, technology, engineering, and mathematical (STEM) fields, in which girls and women remain underrepresented worldwide, is a clear example of this. Among the many barriers that may contribute to this gender gap, it is worth noting that culturally prescribed gender roles still have a profound influence in the vocational aspirations of girls, with certain careers being perceived as less appropriate for their gender. The systematic lack of female role models in STEM has been related to girls’ lower stated interest in these disciplines. In fact, research shows that the presentation of female role models and alternative gender narratives in education, can have a significant positive effect in girl’s expectations of success and aspirations regarding STEM disciplines. Therefore, the inclusion of a gender dimension in education seems paramount to counteract stereotypes and foster equal opportunities.

We have implemented an educational innovation project which introduces a gender perspective into the contents and dinamization strategies of virtual classrooms in different e-learning degrees related to Science Education (3 subjects in Elementary and High School Teacher Trainning) and Research in Digital Media (1 subject in Journalism, Publicity and Marketing). Our goal is to give visibility to women in STEM and encourage reflection on gender stereotypes. Virtual learning environments demand creative and engaging contents, which we have re-designed introducing a gender perspective. First, we have updated the contents of the subjects under study, incorporating the discoveries and contributions of brilliant women in STEM which have traditionally been written out of history. We have created “avatars” of this female celebrities, which appear regularly in the virtual classroom, either starring in audiovisual resources where they take the role of teachers - explaining concepts in their area of expertise -, or acting as presenters of activities. Second, we have created a transformational learning experience through gamified scenarios, learning activities and participation in forums and book and film clubs, with a common background theme linked to reflection on gender questions.

We will evaluate the students’ knowdledge about this female celebrities before and after the course and their perception of the interest of this gender-based contents, by quantitatively analizing the answers of participants to initial and final surveys. Participation and engagement will be assesed with metrics available within the virtual learning platform, as well as through qualitative methods (observation of behaviour, analysis of speech…) and will be compared to control virtual classrooms where this gender-driven dinamization has not been used. Preliminary results indicate an improvement in the students’ knowledge about the female contributions to the fields of STEM and students’ interest and curiosity towards this gender-conscious approach.

We also foresee further impact beyond the project scope, given the huge influence that these future professionals – future teachers, journalists and media professionals, broadly speaking – can have in the perceptions and ideas about the role of girls and women in society.