An analysis of computer science shows a steady decrease in female graduates since 2000 that is particularly marked in high-income countries. While numerous reasons have been advanced to explain gender imbalance in STEM education and careers, the one BRIDGES aims at addressing is the issue of recognition.
The BRIDGES approach
While numerous reasons have been advanced to explain gender imbalance in STEM education and careers, the one BRIDGES aims at addressing is the issue of recognition, e.g. the “Matilda Effect” about how women scientists’ contributions can be overlooked or mis-attributed to their male colleagues, the different needs and modalities of recognition between men (who tend to need and receive more) and women, etc.
Based on the seminal work on recognition from authors including Nancy Fraser, Charles Taylor, Axel Honneth in combination with the latest development in digital recognition technologies, such as Open Badges and social networks, BRIDGES aims at exploring the conditions for novel approaches to recognition, more open, more inclusive and more fitting to the social practices of girls and woman (c.f. Deborah Tannen “You Just don’t Understand”, Eckert, Penelope and Sally McConnell-Ginet “Communities of practice: “Where language, gender, and power all live”).
Building Open STEM Ecosystems
BRIDGES aims at designing, implementing and evaluating Open STEM Ecosystems based on innovative approaches to recognition and accreditation to improve gender equity in the access to STEM education and careers
1) Create the conditions for the increased participation of girls and women in STEM education and careers
2) Bridge informal and formal STEM education and practices for future and actual female scientists
- State of the Art (of STEM Learning and Recognition Ecosystems )
- Open STEM Scenarios
- Open STEM Infrastructure
- Open STEM cMOOC
- Open STEM Ecosystems
- Open STEM Guidelines