Digital Document (pdf, doc, ppt, txt, etc.)

This document contains the questionnaire of the Community Mapping online survey carried out in the framework of the H2020 project ACT (Communities of PrACTice for Accelerating Gender Equality and Institutional Change in Research and innovation across Europe). The main objectives of this online-survey are:

1. to map actors – practitioners and experts – in the EU-28 who are currently active in advancing gender equality in their organisations/departments and to give you the opportunity to become part of the ACT Communities of Practice (Part I of the survey);
    
2. to get information about the status quo of gender equality implementation activities in your organisation and your network of collaborators (Part II of the survey);
    
3. to identify the expertise and support you would need to overcome barriers your organisation faces (Part III of the survey) so that ACT can develop suitable support and helpful tools to promote and strengthen existing and future collaborations.

We review the manuscript by O'Dea et al, Nature Communications (2018)9:3777 | DOI: 10.1038/s41467-018-06292-0 | , with the following abstract: 

"Fewer women than men pursue careers in science, technology, engineering and mathematics (STEM), despite girls outperforming boys at school in the relevant subjects. According to the‘variability hypothesis’, this over-representation of males is driven by gender differences in variance; greater male variability leads to greater numbers of men who exceed the perfor- mance threshold. Here, we use recent meta-analytic advances to compare gender differences in academic grades from over 1.6 million students. In line with previous studies we find strong evidence for lower variation among girls than boys, and of higher average grades for girls. However, the gender differences in both mean and variance of grades are smaller in STEM than non-STEM subjects, suggesting that greater variability is insufficient to explain male over-representation in STEM. Simulations of these differences suggest the top 10% of a class contains equal numbers of girls and boys in STEM, but more girls in non-STEM subjects."

This journal club was discussed during the 1st Can Ruti Campus International Day of Women and Girls in Science, Hospital Universitari Germans Trias i Pujol, Badalona, Catalonia, Spain. February 11th 2019

Slides are in Spanish

A core objective of the GEDII project is to provide empirical evidence on the potential link between gender diversity within teams and research performance/innovation. The present report describes the methodological foundations of the Gender Diversity Index which is a composite indicator that is applicable at team level and provides a summary measure of the outcome of gendered processes. A composite indicator is obtained when individual indicators are compiled in a single measure on the basis of a multi-dimensional concept. For the Gender Diversity Index, this means aggregating several team level gender diversity measures into a coherent conceptual and statistical whole.

The GEDII project has carried out 8 case studies with research and development teams in order to produce empirically grounded knowledge about the contexts and logic of “gender diversity” and its impact on research performance. Instead of addressing a specific set of hypothesis regarding  gender diversity in R&D teams, however, the principal concern was a methodological one, namely to develop methods for studying gendered team dynamics using “Sociometric badges” (Humanyze). The report gives an extensive overview of the methodological issues involved as well as a description of derived metrics