For GUIDE, gender equality in science is not only a matter of fairness, but a basic requirement to create a better world for all. Nevertheless, women and girls still face systemic prejudices and barriers that make it difficult for them to access and succeed in scientific careers. According to UNESCO, for example, women make up only around 33% of researchers worldwide. This inequality is even more pronounced in certain STEM subjects such as engineering and computer science, where women often make up less than 25% of the workforce. Furthermore, one study (Zajaç, 2024) found that women in STEM subjects earn over 20 less than men in the first year after graduation, and this gap widens over time.
UNESCO and UN Women observe the International Day of Women and Girls in Science on 11 February and work with institutions and civil society partners to promote women and girls in science. The day serves as an opportunity to advocate for women and girls to have full and equal access to and participation in science.
GUIDE is working to address these very challenges by promoting gender equality in research and innovation. Recognising that true equality can only be achieved through systemic change, the project focuses on empowering female researchers, fostering an inclusive research environment and influencing policy to support sustainable gender equality in science. For example, GUIDE has already supported activities to promote equality in science.
The International Day of Women and Girls in Science is also an opportunity to reflect on and assess the response to these challenges facing our institution, our countries and the international community, particularly in terms of promoting working environments that encourage the advancement of women in science.” (CSIC Scientific Culture, 2025)
We encourage you to learn more about the work of GUIDE and how you can get involved. Together we can create a fairer future for women in science!
Zając, T., Magda, I., Bożykowski, M., Chłoń-Domińczak, A., & Jasiński, M. (2024). Gender pay gaps across STEM fields of study. Studies in Higher Education, 50(1), 126–139. https://doi.org/10.1080/03075079.2024.2330667
