Assessing Gender Gaps in Educational Provision, Research and Employment Opportunities in the Transport Sector at the European Level

Abstract

Serious gaps are found when evaluating the recognition and inclusion of gender aspects in transport strategies, research and innovation. Similar issues can be spotted in the transport labor market, where only 22% of workers are women at the European level. The roots of these limitations are in the low participation of women in Science, Technology, Engineering and Maths (STEM) studies and, therefore, in the traditionally male-dominated transport field occupations. Stemming from the European project TInnGO, the current paper proposes a descriptive analysis to evaluate the gender gaps in educational provision and research in ten European countries. Specific indicators, such as percentages in the gender composition or the presence of university courses dealing with mobility and transport, have been defined and their availability in different countries is verified. In addition, a desktop review of practices for encouraging and supporting women in STEM studies is operated, underling characteristics such as the kind of initiative, the methods and tools used, the target group or the type of promoter. The results of this activity show that a wide network of associations and mentoring operates in various European nations, mostly targeting secondary school students, trying to make females aware of their potentialities in a deeply gender-biased field like the STEM one.

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The different versions of the original document can be found in:

• http://dx.doi.org/10.3390/educsci10050123 under the license https://creativecommons.org/licenses/by

• http://dx.doi.org/10.3390/educsci10050123 under the license http://creativecommons.org/licenses/by/3.0/

• http://hdl.handle.net/11583/2818932 under the license https://creativecommons.org/licenses/by/4.0/

• https://www.mdpi.com/2227-7102/10/5/123/pdf

• https://www.mdpi.com/2227-7102/10/5/123,

https://doaj.org/toc/2227-7102 under the license cc-by

• https://www.mdpi.com/2227-7102/10/5/123,

https://www.mdpi.com/2227-7102/10/5/123/pdf,

https://iris.polito.it/handle/11583/2818932,

https://eric.ed.gov/?id=EJ1255155,

https://academic.microsoft.com/#/detail/3019438615

• https://www.mdpi.com/2227-7102/10/5/123/pdf,

http://dx.doi.org/10.3390/educsci10050123

under the license https://creativecommons.org/licenses/by/4.0/