Encouraging girls involvement in Information and Communication Technologies (ICT) careers in Uruguay

Abstract

The gender gap in the fields of science, technology, engineering, and mathematics (STEM) is regrettably universal and generally unacceptably broad. This phenomenon refers to women's underrepresentation in those fields, with the most significant disparities occurring in the critical fields of Electrical Engineering and Computer Science (EECS) and Information and Communication Technologies (ICT). The so-called pipeline problem contributes to this persisting gender gap, where women turn away from math and science at a young age due to negative stereotypes that cause them to believe they do not belong in STEM. All over the world, universities and organizations carry on initiatives to close this gap, showing varying degrees of success. Many of these programs focus on K-12 and high school girls, seeking to expose them to STEM-related activities to encourage girls' enrollment in STEM careers. Involving female teachers, and applying the role model approach, these programs offer in campus presentations, talks, or short courses aimed to break down stereotypes. In this article, we describe different sensibilization activities carried out at Facultad de Ingeniería (School of Engineering), Universidad de la República, Uruguay, to promote ICT careers in Uruguay. In particular, we present hands-on workshops for high school girls on robotics, electronic circuits, and geographic information systems on the occasion of the Girls in ICT Day.