Attracting Girls and Advancing Women in
Science and Technology:
Why this is Necessary and what Academies
can do to Remove Obstacles
IANAS, Rio de Janeiro, Brazil
Elisa Baggio Saitovitch
CBPF, MCT
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
1
7th IBRO WORLD CONGRESS OF NEUROSCIENCE
Melbourne, Australia, July 2007.
Female Participation International Conferences
plenary lecturers = 4 (25%)
plenary lecturers = 2 (25%)
symposia speakers = 89 (39%)
symposia speakers = 80 (24%)
1st author in posters= 935 (62%)
1st author in posters= 647 (47%)
Total registrations = 2445
Total registrations = 2289
registration = 1461 (60%)
registration = 954 (42%)
Eliane Voulchan
Participation in International conference is essential for scientists
Why so few
• Looking at a developing nation like mine, you would
consider the women in S.& T as doing extra work.
She has to combine academics with house chores
and taking Mathematics as a compulsory elective.
Mostly she is also in charge of other things at home.
•
All these hinders females from actually progressing
rapidly in Sc. & Tec. When one sees her mate rapidly
scale up the academic ladder while she is as it were
crawling on the same ladder, she feels like running
down the steps to the humanities and arts.
A colleague from TWOWS
3
How many of scientist women
• Are married?
• Have children?
• Have been mistaken for a secretary?
• Make or have been asked to make coffee for the
•
•
•
department or research group?
Have been asked to take notes at a meeting?
Cook dinner most nights?
Spend more than 2 hours per day caring for
children, parents, or others?
4
Listen from colleagues in conferences
•
Can I believe in results of a Brazilian woman?
•
I would never like to get divorced from you!
•
I would not like to be your husband!
5
Science Needs MORE Women
• Women bring talent, ideas and approaches that
•
•
•
enrich and advance Science. Yet . . .
- Women are SCARCE.
- Senior women are VERY SCARCE.
Some woman has to be the FIRST ONE in each
department, subfield, program committee,
directorship, etc
A classically forbidden state,
Often meeting colossal resistance
6
Women in Physics:
Opportunity and Potential
• How many girls and women had potential to be
great scientists, but no opportunity?
•
What ideas were lost to science, society, & science
education because few women participated?
•
How many children have poor science literacy,
because their mothers know no science?
7
In Latin America
Guatemala: Señor como quiere usted que yo respect las piedras?
Tiengo hambre y en el pueblo mi familia no tiene ni mismo lo que
comer. Como quiere usted que se respecten las piedras, si aca
no se respectan ni mismo los hombres?
• Education for the majority
• Develop capacity to adapt and create Innovation and Technology
• Creativity and Technological knowledge are necessary
We need the participation of all independent of
race, color or gender,
We can not leave behind the women that are 50% of population
• Some statistics
9
Statistics on Women in Physics (USA)
• 47% of high school students taking physics (2005)
• 21% of undergraduate degrees (class of '06)
• 17% of PhD recipients (class of '06)
• 6% of full professors (2006)
• 0% of faculty in 43% of physics departments (2006)
• < 20 departments graduating ≥ 5 female BS (1999-03)
• ~10 departments producing ≥ 5 female PhD (1999-03)
•
Minority women? Almost none!
Beverly Hartline
Data from AIP reports;
summarized by Y. Zastavker
10
Significant Global Differences,
But Low Everywhere
11
Large National Differences Within Regions
Data from IUPAP 1990-2002
12
BRAZIL
High hopes for Brazilian science - Nature, June 2010
- Entrevista com o Ministro de Ciência e Tecnologia, Sergio
Machado Rezende:
Exciting times for Brazilian science - Nature Materials, Vol. 69
CNPq/ CAPES
Alice Abreu
13
Brazil – Number of Students in the University 2008
Total
5.080.056
800.318
Women
% Women
2.772.828
54,58
478.668
59,81
Brazil – Prof. in the University 2008
Brasil
Publica
Privada
Prof. in the Universities 2008
Total
Women
% Women
338.890
152.170
44,90
119.368
51.925
43,50
219.522
100.245
45,67
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
Fonte: MEC/INEP/DEED
CEFET/IFET - Centro
Federal
deof
Educação
Tecnológica
e Instituto Program,
Federal de Educação,
Ciência e Tecnologia
VII Meeting
the Science
Education
Rio de Janeiro,
June 12-13,
2010
CNPq – research groups in Intitutions, Scientists and doctors. 1997 – 2008
Institutions , Research groups, Researches , PhDs. Brazil, 1993 – 2008
Institutions
Research groups
Researchers
Doctors
1997
181
8.632
34.040
18.724
2000
224
11.760
48.781
27.662
2004
335
19.470
77.649
47.973
2006
403
21.024
90.320
57.586
2008
422
22.797
104.018
66.785
Fonte: Censo de grupos de pesquisas. CNPq.
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq – Fellowships 2001-2008
80000
60000
45.361
46.114
2001
2002
46.146
51.340
55.358
57.161
59.420
49.106
2004
2005
2006
2007
2008
40000
20000
0
2003
No total bolsas
CAPES – Fellowships–1996 - 2008
45.000
41.039
35.000
31.524
28.888
30.000
25.000
21.176
20.000
22.387
23.334
24.495
25.310
26.096
18.534
15.836
15.890
16.515
15.000
20
08
20
07
20
06
20
05
20
04
20
03
20
02
20
01
20
00
19
99
19
98
19
97
10.000
19
96
Número de bolsas
40.000
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
Brazil: Master and PhD Students - 1987-2007
Fonte: CAPES MEC. Elaboração:Coordenação Geral de Indicadores ASCAV/SEXEC MCT. .
Note: The Professional MSc started in 1999.
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq – Members of Committees to select fellowships and
grants - December 2009
Total
Women
% Women
Human and social sciences
57
29
50%
Life sciences
Engineering, Earth and
Exact Sciences
TOTAL
98
23
22%
83
6
5%
238
58
24%
•Fonte: CNPq website.
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq Research Groups (%) 1995 – 2008
3970
60
50
40
49
30
44
42
39
46
48
47
20
10
Masculino
0
1994
1996
1998
2000
2002
2004
2006
Feminino
2008
Year
Fonte: CNPq, Censo de grupos de pesquisas
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq - Research Groups
% Women in different areas - 2008
Scientific area
TOTAL
Engineering and computer science
Exact and Earth sciences
Agrarian sciences
Applied social sciences
Biological sciences
Human sciences
Health sciences
Arts and linguistic
Women %
48,89
27,31
33,73
37,86
47,69
53,29
59,27
60,40
66,46
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq – Research Groups
Leaderships distribution by age and gender - 2008
2500
2.124
1.869
2000
Men
Women
1.760
1.557
1.506
1500
1.325
1.196
1.039
926
1000
627
611
500
548
364
293
323
154
4
1
76
63
60
30
0
Até 24
% Women
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65 ou +
ñ inf.
Woman % Group leaders - 1995-2008.
1995
1997
2000
2002
2004
34,16
37,25
39,41
40,68 41,75
2006 2008
43,26 44,54
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
Fonte: CNPq. Censo de Grupos de Pesquisas
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq –Research Groups
% Women leading Groups per areas - 2008
Scientific area
Engineering and computer science
Exact and earth sciences
Agrarian sciences
Applied social sciences
Biological sciences
Human sciences
Health sciences
Arts and linguistic
TOTAL
% Women group leaders
21,90
28,21
32,29
44,20
51,26
55,44
56,37
66,49
44,52
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
Fonte: CNPq. Censo de grupos de pesquisas.
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq Research Groups
Women participation– by level - 2008
Students groups
Doctor students
Master students
Inic. Científica
Total
2000
49,12
52,23
58,18
54,11
2002
51,79
55,06
58.09
55,68
Women %
2004
2006
52,76
54,37
55,74
56,73
57,38
58,52
55,97
57,25
2008
55,12
57,66
59,51
58,20
Fonte: CNPq. Censo de grupos de pesquisas.
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq –Fellowships given by categories –
% Women 2002 - 2008
2002
2004
2006
2008
54
54
55
57
Master – GM
52
50
52
52
Doctor – GD
49
49
50
51
Post-doctor - PD (1)
39
48
52
51
Research productivity – PQ
32
33
33
34
Total
48
48
48
49
45.348
48.596
55.004
58.869
2002
2004
2006
2008
Doctor
37
41
32
28
Doctor Sandwich
51
52
43
50
Visiting Professor Junior/Senior
16
0
35
30
Post-doc
40
35
29
37
Total
39
41
33
39
Total number of scolarships
766
510
354
551
Feallowship in Brazil
Iniciação Científica- IC
Total number of fellowships
Fellowships Abroad
Fonte: CNPq/AEI
(2.9.1-Sexo_Mod_PaisExt_0108_nº)
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
CNPq – Research Fellowships
% Women per Level– 2001 -2008
Productivity
Fellowships
Levels
1A
1B
1C
1D
2
Total
% Women
2001
22,3
27,1
28,0
32,3
37,2
32,1
2002 2003
22,1 22,9
27,8 27,2
27,8 28,6
32,9 34,0
37,8 37,7
32,3 32,5
2004
23,8
27,2
29,3
34,6
38,3
33,4
2005
23,2
28,6
30,0
34,5
37,7
33,3
2006
23,0
30,4
30,6
35,0
37,2
33,4
2007
23,0
31,8
31,6
34,2
36,8
33,7
2008
23,6
31,8
32,0
32,9
37,0
33,8
Fonte: CNPq/AEI
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
In Physics in 2006
Number of Fellowships X Number of Publications
CNPq – Adisory Committees to select
Fellowships and grants - % Women by areas December 2009
Total
number
Scientific areas
Number
% Woman
of woman
Human and social sciences
57
29
50%
Health sciences
98
23
22%
Engineering, exact sciences and
earth sciences
83
6
5%
Total
238
58
24%
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
Fonte: CNPq website
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
Academia Brasileira de Ciências – October 2009
Áreas Científicas da Academia
Brasileira de Ciências
Agrarian sciences
Biological sciences
Biomedical sciences
Engineering
Health sciences
Earth sciences
Physics
Math
Chemical sciences
Social sciences
TOTAL
Man
Woman
%Woman
17
21
85
26
20
40
66
46
42
13
376
4
7
15
1
2
2
4
3
7
5
50
23,53
33,33
17,65
3,85
10,00
5,00
6,06
6,52
16,67
38,46
13,30
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
Engenheiras Petrobras
AAbreu Encontro Brasil Reino Unido Mulheres e Ciência
VII Meeting of the Science Education Program, Rio de Janeiro, June 12-13, 2010
Reasons
Stiffness of the scientific community
Discrimination claims that ancient man's superiority
Male models adopted to evaluate and judge, set the
criteria.
Male model permeates the workplace
Preference to family, the predominance of emotion and sensitivity
Historical guilt feeling
Lack of aggressiveness, timidity and submission
Low self-esteem
Tendency to adopt male patterns of work
Private X Public
As is going this passage from the private to
public world?
With many gains for science because the
woman has contributed to the expansion of
knowledge
Adapting and / or questioning, to change the
male face of science .
A "Glass Ceiling" in All Countries
• Very few women in leadership
•
•
•
•
•
positions
Very few women full professors
Some assistant and associate
professors
Several post-docs
More graduate students
Even more undergraduates
• Efforts by women & men are
helping some women through the
glass ceiling into leadership in
some countries
Source: Economist 7/05
32
Balancing Family and Career
• Career/family conflicts are a serious challenge for
women scientists around the world
- Women have children at the age a physicist must start her career,
working long hours in temporary positions, often abroad
• In most countries, women are responsible for children,
home, cooking, laundry, . . .
•
• It helps when men and women together share family and household
duties and pleasures
• Both boys and girls must be taught to
expect this lifestyle
In some countries and cultures the
expectations of females CLASH
sharply with the requirements to
succeed in science
33
Bringing Up Girls & Boys
• Get dirty
• Take things apart and put
•
•
•
•
•
•
them together (or maybe not)
Work with tools
Explore and build
Do sports and outdoor games
In team projects: be the
leader and innovator
Be energetic & rambunctious
Think for himself
• Stay clean
• Keep things whole, neat and
•
•
•
•
•
•
pristine
Use paintbrushes artistically
Read and write
Play quietly indoors
In team projects: be a follower
and note-taker
Cook following recipes
Don't question
Preparation for interest and success in
science and engineering?
34
Understanding the Challenges
•
According to Dr. Virginia Valian (author of
Why So Slow? ) two key concepts help
explain the difficulties girls and women face
entering and advancing in science and
engineering
 “Gender schema"
 Accumulation of advantage
•
These hidden challenges are likely to be
aggravated for under-represented minorities
35
Gender "Schema"
• Gender and ethnic "schema" are widely held
beliefs about men, women, and people from
ethnic groups with respect to their competence,
career roles, and leadership ability
– Lead us to overrate white men
k
– Lead us to underrate women and minorities
Overheard
at the Physics
conference:
You're the
smartest
secretary
I've met.
Thank you.
But I'm an
physicist.
Drawing © UFS, Inc, 3/6/04
36
Accumulation of Advantage
•
"Accumulation of advantage" refers to the cumulative
long-term effect of small differences in the way males
and females from different ethnic groups are treated
throughout their lives
•
•
•
•
•
At home and in school
On the sports field
In the workplace
In restaurants, stores, theatres,...
If majority males experience "1.001" and others
experience "0.999" the difference accumulates
profoundly
• White males' experience  ("1400" after 20 years)
• Others' experience 0 ("0.00067" after 20 years)
37
Your Ideas, Strategies & Actions Needed
• To interest girls and ensure they get the needed
•
•
•
•
•
•
•
math background in primary & secondary school
To attract & graduate women in science (BS & PhD)
To launch women graduates into science careers
- Career options for scientists needed in all countries
To get women into the science professoriate
To promote women science into leadership
To solve the family-career conflict
To overcome the special challenges and barriers
associated with some racial/ethnic/cultural groups
To reform institutions to be more inclusive
38
Catalyze and Drive Change
Including more women would bring more
ideas and approaches to science, thereby
reinforcing and enhancing the quality of the
science
•
•
How can we blaze or open new pathways for women
(and others) to enter science?
How can we transform the profession of science,
along with the institutions where it is practiced, to
welcome and promote women?
39
23rd IUPAP General Assembly (1999)
•
•
•
Concerned about very low participation of women
in physics in most countries
Passed a resolution to form IUPAP Working Group
on Women in Physics (WIP)
- Marcia Barbosa (Brasil), founding chairperson
- Judy Franz (USA) IUPAP Liaison
- 13 members from 12 countries
WIP mandate to survey the situation, report to
IUPAP, and suggest strategies to improve the
situation
- Conducted international survey
- Organized 1st IUPAP Int'l Conference on Women in
Physics (Paris, 2002)
40
IUPAP's Women in Physics Conferences:
I: Paris, 2002
II: Rio, 2005
WYP 2005 Event
Rio de Janeiro 2005
~150 physicists from
~40 countries; 7% men
Limited travel funding
Paris 2002
~300 physicists from
65 countries; 15% men
(only ~45 countries were
IUPAP members at this time)
41
Results from ICWIP 2002 & 2005
• Unanimous resolutions later approved by IUPAP General
•
•
•
Assembly
Empowered participants returning home to take action
Conference Proceedings published with reports from more
countries than attended
IUPAP created associate membership categories for developing
countries
- Membership has risen from 45 countries to 59, including 8 in Latin
America (Argentina, Brasil, Chile, Colômbia, Costa Rica, Cuba,
México, Peru)
42
IUPAP Actions After ICWIP 2002 & 2005
•
•
Women appointed to Liaison Committees in
significant numbers
Gender a consideration in nominations to
Commissions and the Council
- 2005: Judy Franz (USA) became Secretary General of IUPAP
- 2008: Marcia Barbosa (Brasil) elected IUPAP Vice President
- 2008: Cecilia Jarlskog (Sweden) elected President Designate
•
IUPAP-sponsored conferences expected to have
women on program committees and as invited
speakers
43
Other Strategies and Actions
•
•
•
•
•
•
•
•
•
Networking nationally and internationally
Making recommendations to governments & physical
societies—with many being adopted
Internet resources, web pages, and data bases
Information exchange and teacher workshops on
teaching methods and syllabi effective with girls
Women in physics “site visits“ to improve “climate”
Mentoring programs, career brochures, and job
shadowing
"Success skills" training
Family-friendly policies: caretaker leave, childcare,
pausing "tenure clock," flexible age limits
Statistics on participation, hiring, promotions, salaries
44
GAB BRASIL
Agreement between GAB and the Brazilian
Academy of Sciences - Established in October
31st 2006
Since then, the Committee had only three
meetings, but keep contact through on-line
networking.
ACTION PLAN – OBJECTIVES:
1.
Activities related to improving gender equity in science and
technology education
2.
Activities related to improving the collection of gender
disaggregated data for policy makers
3.
Making science and technology decision-making more gender
aware
4.
Removing the obstacles to women in scientific and technological
careers
5.
To strengthen GAB BRASIL resource base, structures and
systems to implement its programs, projects and plans to achieve
the stated goals and objectives
MEMBERS
 Alice ABREU (Chair) - ICSU-LAC
Jussara Marques de ALMEIDA – UFMG (Computer Science)
Marcia BARBOSA – UFRGS (Physics)
Beatriz Barbuy – USP (Astronomy)
Eva Alterman BLAY – USP (Sociology and Gender Studies)
Sandra BRISOLLA – UNICAMP (Economy)
Yvonne MASCARENHAS – USP/ABC (Chemistry/Physics)
Lúcia MELO – CGEE (Engineering)
Magaly PAZELLO – PAGIC (NGO)
Lucia PREVIATO – UFRJ/ABC (Microbiology)
Elisa REIS – UFRJ/ABC (Sociology)
Elisa SAITOVITCH – CBPF (Physics)
Angela ULLER – UFRJ (Engineering)
Mayana ZATZ – USP/ABC (Biological Sciences)
Ciência – Mulher 2004
Latin American Women in Exact and Bio Science
http://www.cbpf.br/~mulher/index2.html
Elisa Saitovitch and Marcia Barbosa Porto Alegre
MUJER CIENCIA BOLIVIA 2007
Elsa Quiroga
CUARTA CONFERENCIA DE LATINOAMERICANAS EN LAS
CIENCIAS EXACTAS Y DE LA VIDA “Ciencia Mujer 2009”
•
My final message is that:
beside work to have more women in science it is
necessary to qualify their participation.
52
The Opportunity and Challenge
Women and men working TOGETHER can
make science more inviting to women
• And also to men
• Of all races and nationalities
Which would accelerate science progress
53
Ciencia Mulher
•
Women face several obstacles in the entrance,
permanence and professional growth in a scientific
career. Among these are
•
- Prejudice and lack of support / incentives for family
members and society for a woman to pursue scientific
career, which requires a great dedication.
- Lack of perspective in the labor market, as a result of
discrimination, such as the existence of unique positions
for men and women who have children, etc..
- Children (family responsibilities) and on a double shift
work.
- Tension in the marital relationship, even when her
husband shares the profession.
•
•
•
54
Ciencia Mulher
•
•
•
•
- The glass ceiling, difficult to cross and then preventing
them from moving forward. The society reinforces a
model of fragility for women that makes a strong
counterpoint to the model of academic career associated
with an image of toughness.
- Some consequences: low self-esteem, excessive selfcriticism.
This leads to: barriers in promotions, distribution of
tasks, afraid to apply for or hold positions of visibility.
Women with power is only accepted in exceptional cases
if professional profile of the woman is much better than
any pair of males with requirements to occupy the same
position.
55
Ciencia Mulher
•
- New technologies have created new job
opportunities for women, because they do not
require physical strength and minimize and soften
the household chores. The new media allow to bring
culture and education to more distant places, thus
contributing to the full involvement of women in
society. Electronic communications reduce the
distances, facilitating contact between women and
their organizations.
56
Ciencia Mulher
RECOMMENDATIONS – SOLUTIONS
• Make researchers, illustrators, publishers of science
•
•
•
magazines to be attentive to gender issues so as not to
perpetuate stereotypes of woman.
A Latin American woman scientist should participate in
activities promoting and fostering, encouraging girls and
young women to move into careers in science.
Ensure a quality basic education for all, regardless of gender.
Improving science education and increase the university also
encouraging the entry of women in science.
To minimize the influence of stereotypes on career choice, it is
suggested the creation of a basic cycle university training,
common to all careers.
57
Ciencia Mulher
• - Mobilizing women researchers to be more present in the
•
•
•
media, raising awareness of colleagues who have to make
science communication, considering the magnitude of the
impact of positive role models of women scientists for
teenagers.
- Encourage programs as a young scientist, encouraging new
values for the confrontation of stereotypes.
- Motivate and encourage girls to choose careers in science,
while educating the boys in the sense that animate to do so
and support this intent.
- Increase participation of women scientists in events such as
"Week of S & T and other projects of scientific dissemination.
58
Ciencia Mulher
• - To carry out actions for the dissemination and popularization
•
•
•
•
of science with a gender perspective, in schools and media.
Promote vocational education in schools with greater
integration-School-University Research Centers.
- Some initiatives:
(1) create programs that take youth to attend Universities and
Research Centers,
(2) establish programs that lead to professional schools of
education,
(3) expand programs of development agencies to involve
children and adolescents scientific and technological subjects.
59
Ciencia Mulher
•
•
SHARES IN PUBLIC POLICY
- Establish mechanisms for joint action between
government agencies responsible for gender
policies with those responsible for S & T.
- Establish the right of the stock of doctorate and
master's enjoyment of paid maternity leave,
extending the duration of the fellowship and the
deadlines for submitting their theses and
dissertations.
- Request that the curriculum standards (eg,
curriculum Lattes) include an item designed to
provide information on the number of children and
dates of birth.
60
Ciencia Mulher
•
•
•
•
•
- Request that the scientific meetings to provide a
service for childcare.
- Establish "subsidies for re-insertion“ to which
women have committed themselves to the scientific
system for family reasons may resume their
research career.
- Encourage, fund and widely disseminate research
on gender in science and technology, particularly in
the hard sciences, natural and biomedical sciences.
- Conduct comparative studies of women in Latin
America.
- Studying life trajectories of women scientists,
grouping them by age and following them over time.
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- Promote gender periodic conferences with
Ciencia Mulher
•
•
•
•
•
Studying life trajectories of women scientists, grouping them
by age and following them over time.
Promote gender periodic conferences with participation of
scientists and researchers and researchers of gender.
Create awards for excellence for women.
Create support programs for the publication of theses,
monographs and life stories of women who excelled in science
in our countries.
Encourage the creation of advisory services to institutional
and gender issues.
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Ciencia Mulher
AFFIRMATIVE ACTION
• - Increase and ensure the representation of women in
•
•
proportion compared to professionals with the same level of
excellence, commissions, committees and boards of agencies
and representative bodies of government and institutional.
Encourage decision-making bodies in the area of Sc. & Tec. to
establish quotas for women, with regard to support for
research projects and scholarships in the country and abroad,
and establish different variants of grants and shared set age
limits
Require public agencies provide data sufficiently detailed to
allow the studies mentioned above.
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