Women in Science, Technology and Innovation, and STEM Higher Education: A Comparative Analysis of Policies Addressing Gender Issues in India, Portugal and Serbia

Ana  Guimarães Duarte; Natália  Alves; KM Tanu; Lana Konstantinović; Uroš Kuzmanović; Vanja Bogdanović

doi:10.4312/as/19861

Authors

Ana Guimarães Duarte Institute of Education, University of Lisbon
Natália Alves Institute of Education, University of Lisbon
KM Tanu National Institute of Educational Planning and Administration (NIEPA), New Delhi
Lana Konstantinović MA student of Andragogy, Faculty of Philosophy, University of Belgrade
Uroš Kuzmanović MA student of Andragogy, Faculty of Philosophy, University of Belgrade and an Associate at the Qualifications Agency
Vanja Bogdanović Julius Maximilians Universität Würzburg

DOI:

https://doi.org/10.4312/as/19861

Keywords:

gender equality policies, STEM in Higher Education, gender in STI, women in STEM, policy analysis

Abstract

Recognising the imperative in the 21st century for science, technology, and innovation (STI) to support economic growth and prepare citizens for future jobs, while also considering the gender disparities and biases prevalent in these fields, this research aimed to identify the mechanisms for improving female participation in science, technology, engineering, and mathematics (STEM) in higher education in India, Portugal and Serbia. The study analysed national policies on gender equality using documental deductive analysis structured around categories based on UNESCO’s SAGA Toolkit. Although the three countries have different geopolitical positions – Portugal is a member of the European Union (EU), Serbia is a candidate for EU membership, and India is part of the BRICS economic alliance – the results revealed a principal similarity: none of the documents fully addressed all the categories promoting women in STEM higher education. Based on this finding, there is a need for broader gender mainstreaming in these policies.

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