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  • Item type:Publication,
    A Protocol to Assess Contextual Factors During Program Impact Evaluation: A Case Study of a STEM Gender Equity Intervention in Higher Education Open PDF 
    (2023)
    Nobrega, S
    ;
    Edwards, K
    ;
    El Ghaziri, M
    ;
    Giacobbe, L
    ;
    Rice, S
    Program evaluations that lack experimental design often fail to produce evidence of impact because there is no available control group. Theory-based evaluations can generate evidence of a program's causal effects if evaluators collect evidence along the theorized causal chain and identify possible competing causes. However, few methods are available for assessing competing causes in the program environment. Effect Modifier Assessment (EMA) is a method previously used in smaller-scale studies to assess possible competing causes of observed changes following an intervention. In our case study of a university gender equity intervention, EMA generated useful evidence of competing causes to augment program evaluation. Top-down administrative culture, poor experiences with hiring and promotion, and workload were identified as impeding forces that might have reduced program benefits. The EMA addresses a methodological gap in theory-based evaluation and might be useful in a variety of program settings.
  • Item type:Publication,
    A Model for Bridging the Gender Gap in STEM in Higher Education Institutions
    (Springer Nature, 2022)
    García-Holgado, Alicia
    ;
    García-Peñalvo, Francisco José
    ;
    García-Peñalvo, Francisco José
    ;
    García-Holgado, Alicia
    ;
    Dominguez, Angeles
    Women present a historic and worrying gap in science and technology-related disciplines, generally knowns as STEM (Science, Technology, Engineering, and Mathematics), except in the case of health professions. A holistic approach is needed to support policymakers worldwide in bridging the gender gap in STEM, in which higher education institutions have a crucial role. Promoting this active implication of the universities in this problem, in the European project Building the future of Latin America: engaging women into STEM (W-STEM), a model to modernise the government, management and operation of higher education institutions in Latin America to improve attraction, access to and retention of women in STEM programs has been developed. This situation is not exclusive to Latin American countries, it is a global problem, so the results of the W-STEM project are also applicable to European partners and transferrable worldwide. The main goal of this chapter is to describe the W-STEM model based on three years of working on strategies and mechanisms to improve the attraction, access, guidance, and retention processes to engage more women in STEM programs. The model has been thoroughly tested in eleven institutions in Chile, Colombia, Costa Rica, Ecuador, and Mexico, involving public and private institutions with different gender equality situations.