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  • Item type:Publication,
    Participation of women in doctorate, research, innovation, and management activities at Universidad Politécnica de Madrid: analysis of the decade 2006–2016 Open PDF 
    (2019)
    Hernández-Martín, E.
    ;
    Calle, F.
    ;
    Dueñas, J.C.
    ;
    Holgado, M.
    ;
    Gómez-Pérez, A.
    This article studies the participation of women in doctorate, lecturing and research, innovation, and management activities at Universidad Politécnica de Madrid (UPM), the most important and largest university in Spain devoted to engineering and architecture. The analyses revealed significant differences in the ratio of male (76%) and female (24%) lecturing and research staff. This unequal ratio conducted to women underrepresentation in other actions such as coordination of international projects, decision-making designations, patenting and software licensing, collaboration with companies, and PhD supervision. PhD enrolment and PhD defence data, disaggregated by gender and by technological area, were also analysed as they are the starting point of the academic career, and showed a widespread male prevalence over women (ca. 70% men vs. 30% women). The aim of this paper is to present actual, accurate, objective, and gender-segregated information extracted from UPM databases, to carry out a qualitative study drawing on an opinion survey and a “gap” analysis, and to undertake a critical examination of the historic, political, sociocultural and personal factors affecting gender inequalities in academia. Policy recommendations to improve the situation of women and to achieve gender balance in the disciplines of engineering and architecture are also provided. © 2019, Akadémiai Kiadó, Budapest, Hungary.
  • Item type:Publication,
    Perceived Supports and Barriers for Career Development for Second-Year STEM Students Open PDF 
    (2016)
    Peña-Calvo, José-Vicente
    ;
    Inda-Caro, Mercedes
    ;
    Rodríguez-Menéndez, Carmen
    ;
    Fernández-García, Carmen-María
    Background This study was designed to determine the effect of perceived supports and barriers on self-efficacy beliefs and other social-cognitive variables related to second-year science, technology, engineering, and mathematics (STEM) students' career development. Social cognitive career theory (SCCT) states that career interest is influenced by four cognitive-person variables: self-efficacy beliefs, outcome expectations, interests, and goals. Other variables, such as social supports and barriers, also play an important role. Purpose This study explores the influence of gender and STEM major on perceived supports and barriers. It also analyzes the effects of perceived supports and barriers on the SCCT cognitive-person variables. Method Participants were 811 sophomore students in STEM programs at the University of Oviedo, Asturias, Spain. Kruskal-Wallis and Mann-Whitney U tests analyzed the difference in the perceived supports and barriers by gender and students' major. Multiple-group structural equation modeling was implemented to predict the relationship between perceived supports and barriers and SCCT cognitive-person variables. Results The engineering students perceived more teaching staff barriers and fewer teaching staff supports than other students. Male software and hardware engineering students perceived more barriers than other male engineering students. The fit of the model revealed an important effect of perceived teaching staff supports on the four cognitive-person variables. Conclusions To determine the influences on the cognitive-person variables, it is necessary to analyze the perceived supports and barriers. Peers and family are the most important perceived supports, while teaching staff and financial difficulties are the greatest perceived barriers.