RELATÓRIO CONJUNTO - WORKSHOP E-STEAM

WORKSHOP sensível ao género

O1 – Identificação de estereótipos de género e preconceitos inconscientes na educação, usando métodos

colaborativos

CONCLUSÕES PRINCIPAIS

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(Bulgária)Localização: Primeira Escola Privada Leonardo da VinciDuração: um dia x sessão de 45 minutosParticipantes: 11 alunos - 5 meninas e 6 meninos (14-15 anos)Facilitadores: 1 professora de inglês, 1 professora de informática.

(Roménia_UDC)Datas: Workshop 1, 08-12-2018; Workshop 2, 12-12-2018Localização: Universidade Dimitrie CantemirConvidados: Reitor, prof. univ. Dr. Simionescu Mircea e Diretor DPPD, prof. univ. Dr Tomuletiu Adriana Elena (Sociologia)Participantes: workshop 1: 9 alunos (apenas meninas) da faculdade de psicologia participaram do segundo ano workshop 2: 16 estudantes, incluindo 14 meninas e 2 meninos, estudantes da faculdade de psicologia e direito, futuros professoresFacilitador: palestrante Dra. Bălan Sorina-Mihaela, gerente de projeto do parceiro da UDC

(Roménia - Professores)Data: 11-12-2018Duração: 3 horasLocalização: Instalações ProfissionaisEscolas secundárias participantes:

1. Colegiul Nacional "Al.Papiu Ilarian" - a escola mais prestigiada do concelho em Matemática: 2 raparigas + 2 rapazes

2. Colegiul National Unirea - famoso por Ciências Naturais, Arte: 2 meninas + 2 meninos

3. Colegiul Economic Transilvânia - famoso pela Contabilidade e Administração Pública: 1 menina +1 menino

Participantes: 10 estudantes - 5 meninas e 5 meninosAlunos de 14-18 anos, de Ciências e TIC, Arte e secção Técnica. Atenção especial foi dada às meninas que já se orientavam em educação STEAM

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(Grécia)Data: 30-11-2018Duração: 4h (aproximadamente)Classe: pré-K «Akata – Makata» Jardim de Infância, Larissa, GréciaParticipantes: 14 alunos (7 meninas e 7 meninos), 5-6 anosFacilitadores: 2 professores (2 educadores de infância especializados em ciências para idades iniciais) e 2 instrutores do iED conduziram o workshop

(Portugal)Data: 11-12-2018Duration: 3h40 (aproximadamente)Classe: 8º ano da escola E.B. 2,3 Dr. Garcia Domingues Participantes: 14 alunos (8 meninas e 6 meninos), 13-14 anos.Facilitadores: 2 professores (1 professor da área da Matemática e uma professora da área das Ciências).A Diretora de Turma do grupo envolvido, professora de Físico Química, assistiu ao workshop.

(Espanha)Data: 08-01-2019Duração: 3h (aproximadamente)Localização: I.E.S. Francisco RibaltaClasse: 3º e 4º anos do Ensino Fundamental obrigatório, 1º ano do ensino médio. Todos eles orientados para o STEAM.Participantes: 12 alunos (6 meninas e 6 meninos), 14-16 anos. 6 meninas: 3 (14 anos) da 3º Escola Secundária, 2 (15 anos) da 4º Escola Secundária (Ciências), 1 (16 anos) da 1º Escola Secundária (Ciências). 6 rapazes: 2 (14 anos) da 3º Escola Secundária, 2 (15 anos) da 4º Escola Secundária (Ciências), 2 (16 anos) da 1º Escola Secundária (Ciências). Facilitadores: 2 professores da Universidade Jaume I especializados em estudos de género, 1 assistente técnico da Fundación Universidad-Empresa.

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1. Introdução

Este relatório mostra as principais conclusões referentes ao Output- Atividade 3: 01A3: Identificar situações estereotipadas na educação STEAM, através de sete workshops sensíveis ao género.

Os objetivos desses workshops sensíveis de género foram:

1) Fornecer uma estrutura de entradas (input) de conteúdos para incentivar workshop locais (O2A1),

2) Fornecer ilustrações de estereótipos como entradas (input) para a criação de valores de conteúdo agregado com a consciência de género (O2A2),

3) Continuar a sensibilizar os professores sobre os estereótipos de género na educação STEAM.

Para atingir esses objetivos, foram realizadas sete workshops nos meses de dezembro de 2018 a janeiro de 2019, com duração de aproximadamente 3-4 horas. Nas oficinas participaram 86 estudantes com idades entre 5-6 anos (iED, Grécia) e aproximadamente 20 anos (UDC, Romênia), isto é, de pré-escola a universitários. Especificamente, 14 alunos estavam na pré-escola, 47 no ensino médio e 25 eram universitários. Alunos do ensino médio foram principalmente de percursos STEAM (Ciência). Os estudantes da universidade (Ro_UDC) estudam Psicologia, Direito e Ensino.

Os dinamizadores (facilitadores) dos workshops receberam um guia para identificar os estereótipos comuns e inconscientes de género da maneira mais homogénea possível. No entanto, cada workshop teve que ser adaptado à situação específica e ao desenrolar da sessão. Isto é particularmente notável no caso do iED (Grécia), devido à idade de seus participantes (5-6 anos de idade); eles tiveram que adaptar as atividades do workshop principalmente recorrendo a jogos.

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2. Resultados das atividades do workshopA seguir, mostramos os principais resultados das atividades realizadas nas oficinas. Digno de nota é que mostramos dados em gráficos apenas no caso de, pelo menos dois países terem fornecido dados sobre cada situação específica.

a) Quebra geloObjetivo:

Permitir que os participantes se conheçam e quebrem as barreiras iniciais de comunicação interpessoal.

Atividade:

A primeira atividade consistiu na distribuição de folhas de papel que continham declarações sobre questões de género. As tiras tinham sido cortadas ao meio de várias maneiras, de modo que cada peça só podia ser combinada com a parte correspondente.

Na segunda atividade, os participantes tiveram que encontrar a metade correspondente no pedaço de papel que estavam segurando. Quando encontraram o par certo, formaram pares com a pessoa que tinha a peça correspondente. Cada pessoa do par entrevistou o outro e depois discutiram a frase.

Na terceira atividade, cada pessoa em cada par apresentou seu parceiro ao grupo depois de se terem apresentado e falado sobre os seus interesses, etc.Depois de se apresentarem, leram a frase que lhes calhou e o que pensavam sobre ela, se achavam que era verdade e porquê.

Resultados:

A seguir, pode encontrar resultados sobre os 3 parceiros que forneceram informações por frase: Ro_UDC, Portugal, Espanha.

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Embora a maioria dos estudantes concordasse que não era algo relacionado com a “natureza”, mas de habilidades aprendidas, vale a pena observar que ainda existe uma alta percentagem de estudantes que consideram que as mulheres não podem trabalhar tanto quanto os homens, principalmente na Romênia (Ro_UDC ).

Pelo contrário, a maioria concorda: “As mulheres podem trabalhar tanto quanto os homens”, mas acham que, embora trabalhem tanto quanto os homens, ganham menos, falando sobre a segregação horizontal e a diferença de salários.

“Os mecânicos são apenas homens e ganham ainda mais que as mulheres que trabalham na oficina, na recepção, ou mesmo se tiverem a mesma categoria. Por exemplo, a profissão mecânica é um homem e a profissão de enfermeira é uma mulher ” (PT)

Também vale a pena salientar que alguns estudantes espanhóis apontam que a forma como a frase foi escrita (Os homens podem cuidar das crianças ... assim como as mulheres; as mulheres

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podem trabalhar ... tão duramente quanto os homens) situam homens / mulheres em um nível mais alto / posição padronizada, e o outro sexo como aquele que tem que obter esse padrão.

Uma alta percentagem de estudantes concorda com essa frase, pois eles perceberam que a diferença de habilidades não é algo relacionado à natureza, mas à socialização.

“Há pessoas que não ensinam a mesma coisa a homens e mulheres e a vemos historicamente, o que faz com que alguns tenham um conhecimento diferente dos outros” (PT).

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Embora haja uma alta percentagem de concordância com essa sentença, houve um alto número de estudantes da Roménia (Ro_UDC) que discordaram. Os estudantes que concordam ressaltam que uma das razões pode ser a segregação vertical.

“Isso porque as mulheres têm menos acesso a cargos de maior responsabilidade (e onde mais se ganha) e que, mesmo fazendo os mesmos trabalhos que os homens, ganham menos” (SP)

Mais uma vez, houve um acordo completo com a frase dos estudantes espanhóis e portugueses. Apenas parte dos estudantes romenos (Ro_UDC) discordou.

As razões pelas quais isso acontece (“Quando se pensa em um engenheiro dificilmente se pensa numa mulher”) vão desde uma questão física (“os homens são mais fortes… embora hoje em dia não seja necessário força para desenvolver esse trabalho”) de capacidade percebida ou gosto (“as mulheres não se vêem como capazes ou simplesmente não querem”, SP).

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Desta vez, houve concordância em todos os estudantes, romenos e portugueses.

“As mulheres precisam de empregos que ganhem mais dinheiro, porque os homens ganham mais do que eles ... Ser independentes em relação à vida e aos homens” (PT)

Embora pareça haver concordância com esta frase, na maioria dos casos os alunos concordaram que era o pensamento das gerações mais velhas (seus avós). No entanto, eles reconheceram que ainda há um pouco desse pensamento hoje em dia, como evidenciado pelo fato de que ainda são as mulheres que tiram licenças de maternidade para se concentrarem nos seus filhos.

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“Há homens que, hoje, ainda pensam que as mulheres devem ser mães e donas de casa. As mulheres estão em desvantagem para conseguir um emprego por causa da licença maternidade, porque os empregadores podem ter que dar mais dias de folga por causa disso.

Os homens podem estar a sentir-se ameaçados pelas habilidades superiores das mulheres. O trabalho doméstico é inferior para algumas pessoas porque não é remunerado ou porque o tradicional é o homem ir trabalhar e a mulher fazer este tipo de tarefas. Está errado! ”(PT)

Resumindo, os discursos que apareceram no workshop foram sobre "habilidades" necessárias para cuidar de crianças e a maioria dos alunos afirma que ambos poderiam ter essas competências. Quando eles falam sobre as diferenças entre mulheres-homens no cuidado, eles podem ver a influência da sociedade no fato de que mais mulheres do que homens estão a cuidar das crianças. E também o contrário: as mulheres podem ter as mesmas habilidades técnicas que os homens, se forem ensinadas.

Finalmente, eles apreciavam qualidades estereotipadas associadas a homens ou mulheres como complementares.

"Cada uma dessas qualidades, seja masculina ou feminina, deve ser apreciada por cada uma das duas partes, para complementar-se mutuamente." (Ro_UDC; 3º ano de Psicologia)

b) EnigmaObjetivo: Fazer com que os participantes repensem suas primeiras suposições sobre género

Atividade:O dinamizador leu o enigma aos participantes e projetou-o numa tela ou apresentou-o num papel para que os participantes pudessem lê-lo quantas vezes fossem necessárias. Após a resolução do enigma, ou seja, descobrem que o cirurgião - uma mulher - é a mãe do menino, o facilitador liderou uma discussão sobre as suposições que as pessoas fazem em relação aos papéis profissionais de mulheres e homens

Enigma“Não posso operar esta criança”Deepak e seu filho Arjun vivem em numa das grandes cidades da Índia. Num domingo, foram de carro ao mercado. No caminho, tiveram um grave acidente e Deepak morre instantaneamente. o seu filho, ferido e inconsciente, é levado à pressa para o hospital mais próximo.Quando o cirurgião de plantão entra na sala de cirurgia para tratar Arjun, fica imediatamente claro que algo está terrivelmente errado. O cirurgião fica muito chateado e sai correndo da sala dizendo: “Eu não posso operar esta criança. Ele é meu filho ”. Como isso é possível?

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Resultados:Cerca de metade dos alunos resolveu o enigma corretamente. O que é mais importante neste caso é apontar por que é que a outra metade dos alunos não o fez. A figura a seguir mostra as principais causas de os alunos não terem adivinhado que a mãe da criança era o cirurgião.

Uma das razões foi "problema de linguagem" na tradução para búlgaro, como eles compartilharam que deixaram enganar pela palavra cirurgião, que também é masculino em búlgaro. Eles disseram que foram enganados pela palavra, embora também haja mulheres praticando, não existe uma palavra em búlgaro para o cirurgião feminino.

A segunda razão foi a mais popular, como todos os parceiros acharam: há profissões masculinas e femininas estereotipadas, e o cirurgião (alta profissão de prestígio no STEAM) era associado aos homens. É digno de nota que mesmo os estudantes que querem estudar Medicina não o resolveram.

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A terceira razão foi que as mulheres são muito emotivas, e essa é a razão pela qual a mãe não pôde operar seu filho. Estava associado à quarta razão: eles acham que a ligação mãe-filho é mais forte que a ligação pai-filho.

A quinta razão foca-se na influência dos media sobre as habilidades específicas de homens e mulheres no campo, a qual está relacionada com a sétima: os media mostram as conquistas das mulheres no STEAM como algo usual.

A sexta razão indica que o professor tem algum preconceito em relação à habilidade das meninas no STEAM.

c) Reflexão sobre as visões da sociedade sobre os papéis das mulheres e dos homens

Objetivo:Ajudar os participantes a esclarecer suas visões e crenças pessoais sobre os papéis de mulheres e homens.

Atividade:Para a primeira atividade, os dinamizadores escreveram numa folha de papel "CONCORDO" numa parede da sala e uma folha escrita com "NÃO CONCORDO" na parede oposta. Foi dito aos participantes que os dinamizadores iriam ler em voz alta uma série de afirmações sobre o papel e o status das mulheres. À medida que cada declaração era lida, os participantes tinham que decidir se concordavam ou discordavam com a declaração e deveriam deslocar-se rapidamente para a parede que indicava a opinião que eles preferiam. Aqueles agrupados sob o mesmo sinal discutiram suas razões para concordar ou discordar e nomearam uma colega para compartilhar as razões do seu grupo com o outro grupo.

Resultados:

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Resumindo, os resultados mostram que os estudantes concordam com as razões pelas quais os meninos são mais orientados para o STEAM. Algumas delas são que os meninos se sentem mais confortáveis com o STEAM, como foram ensinados nas habilidades STEAM, e estão acostumados com essas áreas. No entanto, foi difícil para eles associarem que a frase “porque meninos gostam, e meninas não gostam” tem algo a ver com socialização (e não apenas uma questão de gosto).

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d) Dramatizações para identificar estereótipos de género em situações escolares

Objetivo:Este exercício foi projetado para obter dos participantes as suas visões pessoais sobre diferentes tratamentos de Estereótipos de Género identificados em situações escolares.

Atividade: O facilitador explicou aos participantes que eles iriam realizar uma atividade de dramatização para ajudá-los a pensar sobre diferentes situações nas quais sentiram que receberam tratamentos diferentes devido a sua condição de menina ou menino.À medida que os participantes ensaiavam e discutiam seus cenários, o dinamizador circulava e ajudava-os a superar as dificuldades. Depois, reuniram-se e cada grupo partilhou seu cenário com o grande grupo.

Resultados:

Os resultados mostram que os professores tratam de maneira diferente meninos e meninas, baseados (e perpetuando) em estereótipos, tais como que as meninas são mais frágeis e gentis (e passivas) e os meninos mais rudes.

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e) Entrevista de paresObjetivo: Como era a última atividade, tendia a ser uma reflexão mais profunda com perguntas mais concretas referentes ao campo STEAM.

Atividade:Esta atividade foi realizada principalmente em pares e cada pessoa anotou as respostas da pessoa entrevistada a 7 perguntas.

Resultados:

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RazõesHá mais homens que mulheres cientistas;Homens cientistas são mais famosos que mulheres;Homens cientistas marcaram o passado, fizeram descobertas mais importantes do que mulheres cientistas do passado;Antigamente as mulheres não tinham acesso a estudos / cursos, então havia mais homens do que mulheres cientistas;Antigamente os homens tinham mais acesso a estudos do que mulheres;Antigamente as mulheres eram donas de casa;As mulheres foram subestimadas ao longo da história

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6. Em atividades gostavas de participar para conhecer as mulheres cientistas?

WorkshopsProjetos Educacionais

Entrevistas com mulheres famosas on-lineTeatro

Conhecer mulheres cientistaVisita a uma universidade

Uma apresentaçãoExposição

7. O que o ajudaria a escolher uma profissão / carreira STEAM?18

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Saber mais sobre quais profissões que necessitam das áreas STEAMTer aulas de aconselhamento Assistir à transmissão de TV que faz a descrição do que um engenheiro deve fazerIr estudar para o estrangeiroTer atividades mais práticas e práticas nas aulas STEMUsar mais TIC durante as aulas de CiênciasIncentivar as mulheres a não ter insegurançaOs mesmos brinquedos tecnológicos para meninos e meninas

3. Resultados principais: Situações estereotipadas na educação

Professores discriminatórios do STEAM usam estereótipos (Ro-Prof):- Um professor de física chama as meninas de "gatinhas" ou "gazelas alimentadas".- Quando as meninas se juntaram ao Departamento de Ciências em número superior ao de meninos, algumas professoras, na aula, disseram que “nós tínhamos uma sensibilidade mimosa”- Alguns professores de matemática humilham meninas e algumas meninas costumam usar drogas antes da aula de matemática.

Dramatização de situações escolares (not only in STEAM):A seguir, pode encontrar a situação escolar descrita nos relatórios individuais por parceiro (apenas 3 deles forneceram essa informação).

1. Menino partiu o vidro da janela; menina bate num colega (PT).

O professor é mais duro com o menino do que com a menina. Eles concluem: pretendem representar que o comportamento do professor (especialmente se ele for mulher) é condicionado pelo sexo dos alunos, sendo que o professor acredita mais nas meninas e é mais tolerante e gentil com elas do que com os meninos.

2. Área de Educação Física (PT).

O professor pede aos meninos, apenas aos meninos para exemplificar à turma como fazer flexões no chão. As meninas nunca são chamadas para exemplificar. Pedimos para mudar a situação, alterando as posições dos meninos e meninas e disseram que isso raramente acontecia: apenas se fosse ginástica ou dança.

Eles também mencionaram que os desportos que recorrem à força ou jogos de grupo como futebol e outros, o destaque é sempre dado aos meninos. Eles acrescentaram que se poderia usar as meninas mesmo que elas não fizessem bem os exercícios e mostrassem a exatidão do

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que está errado. Finalmente, eles mencionaram que há meninas que também fazem os exercícios tipicamente de meninos.

- Rapazes - Dizem que há tarefas / atividades de educação física mais parecidas com os meninos, porque eles têm a melhor competência para fazê-lo.

- Meninas - Dizem que não é uma questão de competência, mas que os meninos são mais frequentemente escolhidos para exemplificar como se faz, corretamente.

3. Aulas de Matemática ou Francês (PT)A menina é muito doce e muito atenciosa quando conversa com o professor (homem ou mulher) enquanto o menino diz de forma direta que têm dúvidas e não percebe o assunto.O professor (homem ou mulher) dá mais atenção às meninas para esclarecer dúvidas do que aos meninos; está mais disponível para os meninas, sendo a mesma questão e estando o estudante interessado.As meninas têm abordagens diferentes para com os professores, que têm mais efeito.No entanto, o professor ainda é mais justo no tratamento do que a professora.

4. Área de Educação Física. (SP) A professora deixa claro que as meninas têm notas mais baixas do que os meninos e não lhes dá a

chance de alcançá-las, usando o tempo todo um tom de proteção com as meninas.

5. Aula de Música (SP)

O professor pede ajuda aos meninos para mover alguns instrumentos de música pesados, e algumas colunas.

Algumas conclusões das situações escolares propostas na escola secundária espanhola:

- A participação mais ativa dos meninos nas aulas, enquanto as meninas mostram uma participação mais passiva, porque sentem vergonha por estarem erradas (insegurança). As meninas expressam que acham difícil participar, falar em público, porque têm medo de estar erradas. Os meninos expressam que não há problema em cometer erros, mas que eles também podem estar certos ...

- As meninas dizem que essas atitudes mais passivas (mais do que falar em voz baixa, ficar quieto,…). de alguma forma são encorajados por alguns professores. De fato, eles dão-lhes um exemplo do que os meninos devem fazer ... quando eles querem que os meninos mudem seu comportamento mais disruptivo na sala de aula.

- Em assuntos como Educação Física, as diferenças de papéis são muito claras.- Há professores que têm comentários como: "meninas e idosos primeiro".

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- Há um diálogo sobre o fato de que há um tipo de cuidado para as meninas, como se elas

não pudessem fazer muitas coisas (ou seja, levantar pesos), mas ao mesmo tempo, elas não valorizam o que podem fazer

6. Aulas de Inglês (BU)

A professora de inglês só permite que estudantes do sexo feminino frequentem a casa de banho durante as aulas, presumindo que, devido às suas características anatómicas, elas precisem mais.

7. Aulas de Ingês (BU)

As meninas obtêm notas mais altas nas línguas apenas porque têm cadernos e rascunhos organizados e com melhor apresentação

8. Aulas de Informática (BU)

O professor de Informática dá melhores notas às meninas quando estas fazem apresentações de PPT.

9. Área de Educação Física (BU)

O professor de educação física dá aos meninos melhores notas porque os meninos são mais atléticos

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4. Conclusões

Estereótipos durante o workshopQuanto aos atributos "personalidade" As garotas são mais focadas na aparência

Meninos são mais lógicosMeninas são frágeisOs meninos são fortesMeninas são muito emotivas

Quanto ao modo de se comportar Meninas são inferiores aos meninos nos desportos (por exemplo: pingue-pongue)As meninas são mais e melhor organizadasMeninas são mais passivasMeninas são mais gentis

Quanto ao modo de expressar emoções

As meninas são mais emocionais, o que pode impedi-las de fazer seu trabalho (por exemplo: cirurgião)

Em relação às diferenças anatómicas Meninos são mais atléticosEm relação ao STEAM Jogos de guerra digitais são apenas para homens

Os meninos não permitem que as meninas brinquem com os jogos digitaisGarotas se sentem menos capazes para o STEAMAs meninas não acham o STEAM interessanteAs meninas são muito delicados e cuidadoras no STEAMOs meninos são mais capazes para o STEAMMeninos se sentem mais confortáveis com o STEAMOs meninos são orientados para conquistas, meninas para sentimentos e sociedade

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5. AnexosMateriais disponibilizados pelos parceiros, em diferentes cores de acordo com o parceiro.

a) Breaking the ice

Ro_UDC

All participants presented and expressed their opinion freely. In the first group the opinions were homogeneous, they generally had the same opinions. In the second group, opinions were much more divergent and each tried to reasonably support his opinion.Some of the initial views of the students are synthesized below:

➢ G. began the debate stating that "There are 60,000 anatomic differences between the body of the woman and the man: the most beautiful profession / profession is to form life through educated educated sittings" (C.G., Psychology, 1st year)

➢ T. S. considers that "There is inequality between women and men. Unfortunately for the same thing in certain jobs even if women and men do the same job, men are better paid than women. I do not think men are always right "

➢ M.A. believes that "Women have the same rights as men" (MA-, future teacher) N.G. disagrees, says she was credited with a Muslim family, and women are honored, but she says, "I do not think we can be 100% equal. Men have certain qualities and women do not have them the other way around. We are different from each other "(N.G.-Muslim-origin third year psychology student, DPPD level I)

➢ "In our society, geared towards democracy and equality, I believe that women use gender inequalities as a pretext to motivate their own failures. A woman who wants her education will be educated. A woman who wants to advance in her career will do everything in her power to get this done. If he wants a family and obligations; is involved, will establish a family, and if not, will not do so. Although stereotypes exist, they can’t and must not stand in the way of a person's goals "(B.D.M.)

➢ P.S.A. says that “gender inequality exists today. Women are in some devalued areas, everything being in favor of men. They are not excluded, but only marginalized. Just as in rural areas, women are inferior to men because they are domestic, they have to deal with home and children in general, some of whom are denied the right to work. I think that even small children are involuntarily imposing certain stereotypes: women = secretary; man = army; women = sensitivity, emotion; man = force, protective. Each of these qualities, whether male or female, must be appreciated by each of the two parties, to complement each other." ( DPPD student, firstlevel, 3rd year of psychology)

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➢ G.A.M., the mother of two boys says boys are disadvantaged, they are apostrophe more often than

girls, sometimes even beaten by teenagers and girls are forgiven, even if they are wrong, they also conclude that "stores have more products for women than for men, what I do not feel right, I have two boys, go abroad to shop. For supplies and clothes, because we do not find in our country, women are more accented. There are many aspects that need to be considered. There must be equality between women and men. I believe that society is first guilty of inducing this state of being unequal. Men love the real part (math-real), women's human side (the Romanian-human language). So they say. I say that it depends very much on how the little child is educated, it is about temperament, personality, character, no matter the genre. “

➢ "Inequality is present and there will be a long time," adds a participant, and B.V. says "it is a controversial topic and I think most have a misconception about the role played by woman and man in society"

➢ D. " I agree that there must be equality of rights between women and men. However, as in any other situation there are consequences, which can be negative sip e that we know to assume. We expect to be equal to men, but we are upset when we stand out as an independent woman and we are treated as such. There must be a sensitivity from the woman to make the man give him protection. If we want to show that we are independent we must not bother our consequences. It is good and even indicated to have financial independence but we need to know to keep our femininity. For what, in most women, with the individualization comes a decrease in "female qualities". As far as professions are concerned, I think respect for women and the education they receive. "

We further discussed some of the statements, the answers of W2 being synthesized below:

➢ "Men can take care of children / as well as women."Answers: 5 participants-Yes; 5-True, 1-Yes, I can have; 1-with security, 1-No, 1-Partially true

➢ "Technical skills can place men and women / on equal footing".Answers: 1-Not and yes; 6 True; 7 Yes; 2-Fake

➢ "If we want society to see us differently / we must see ourselves differently."Answers: 1-No. "I accept as they are and the others will do the same, according to their education"; 6 True; 5 Yes

➢ "Women in two-thirds of the work / but receive only one tenth of total income."Answers: 5-Yes; 5-True; 4-No; 1-I do not know; 2-Fake

➢ "If you have not heard her story / you have heard only half of history."Answers: 7-Yes; 4 True; 2-I do not know

➢ ”Women can work / as hard as men.”Answers: 8-No; 4-True; 2-Fake

➢ „Educate a woman / educate a nation.”Answers: 7-Yes; 3-True; 1- I do not know; 3-Fake

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➢ „When one thinks of an engineer / one hardly ever thinks of woman.”;

Answers: 7-No; 5- True; 1- In the majority of cases; 1- Fake

➢ „Women need skills that will allow them / to earn more money, to better address survival needs, and to become autonomous.”;Answers: 3-Yes and no; 5- True; 4-Yes; 1-No; 1- Fake

➢ „The role of women is viewed as limited / to that of housewives, mothers and unpaid family labor in our society”;Answers:5- Yes; 5- True; 1- I do not know, 1-No; 1- Fake

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Greece (GR)At first, we introduced ourselves to the children and briefly explained what we will do. Students/ participants know each other well, as they are from the same class.In the initial phase they were only told that they were active participants in the school project E-STEAM. We played a game with a ball to learn all the names of the children and for them to learn ours.During this game we tried to make them feel comfortable and we let them tell us about their dream job and their favourite colour.It was obvious from this part that students were not as gendered biased as we expected.

Portugal (PT)

● If we want society to view us differently / we must view ourselves differently.Both students agree to the phrase.Boy - If we want people to see us differently, we have to do it. If we want people to see us as good people, we have to behave accordingly.Girl - If a person is chubby the way of being can make that aspect irrelevant.

● Women need skills that will allow them / to earn more money, to better address survival needs, and to become autonomous.

Both students agree to the phrase.Boy - Women need jobs that earn more money, because men earn more than they do.Girl - .. To be independent in relation to life and men.

● Technical skills can place men and women / on equal footing.Both students agree to the phraseGirl - If men have had the same knowledge as women, both should win the same. There must be equality.Boy - There are people who do not teach the same thing to men and women and we see it historically, which causes some to have a different knowledge of others.Manicure example - it is rare to have men with this profession and maybe some even like it.Girl 2 - Digital war games - usually the opinion of people is that they are only for men, when I as a woman I love to play such games. It is wrong to think so.If a boy plays with dolls when he is small it is a concern for the parents and for the people who are around. Because? Why it is different from the standard, which society itself establishes.The boys find it strange that I play the war computer games. For example, boys playing games called girls do not admit to the other boys. It is not correct. Each one must be free.Girl 3 - I play ping-pong, I like to play. The boys do not choose me to play because they think me inferior because I am a girl or they are afraid to play with me because some lose and it is a shame to lose with a girl.Boy - Everyone must learn and have access to knowledge in accordance with their tastes and their desires, regardless of sex (whether male or female).

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● The role of women is viewed as limited / to that of housewives, mothers and unpaid family labor in

our societyStudents do not agree with the phrase.Boy - It's an old thought: they did not put women learning in school because they thought they should only do housework.Girl - There are men who, today, still think women should be mothers and housewives. Women are at a disadvantage to get a job because of maternity leave because employers may have to give more days off because of it.Girl - Men may be feeling threatened by women's superior skills. Domestic work is inferior for some people because it is not remunerated or because the traditional one is the man go to work and the woman do this type of tasks. It's wrong!

● Men can take care of children / as well as women.Girl - In some cases it is true, in others it is not. There are men who have no way to do this or to take care of their children. But there are also women who breastfeed their children, but they do not have the skills to care for children.Boy - Men do not have as much power as women to change their children's diapers.Girl: Maybe women are taught to do these tasks, and men are not. That is the reason.Girl - I disagree with you [boy]. Men and women should be educated in the same way to take care of their children.I have seen a video on the internet that shows that the child reproduces in his adult life what he sees his father do.

● Women can work / as hard as men.Girl - Women and men can work the same thing, but man always wins more.Girl - Mechanics are only men and earn even more that women work in the workshop, in the reception, or even if they have the same category. For example, the mechanical profession is a man and the nurse profession is a woman.Boy - Some companies are different nowadays.[Students also talked about the historical issues associated with these persisting ideas]

● When one thinks of an engineer / one hardly ever thinks of a woman.Girl - Yes, there are professions that are more associated with men and others more to women as we have already mentioned and in some cases it is a matter of men being stronger than women.Boy - But this is no longer important today, because an engineer does not need force.

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Spain (SP)

● Technical skills can place men and women / on equal footing.They say that men earn more money in sports such as football and are not in favor of this happening. They believe that earnings should depend on personal worth regardless of sex and gender.

● Women do two-thirds of the work / but receive only one tenth of total income.They are aware that this happens even if they do not approve it. They consider that this is because women have less access to positions of greater responsibility (and where more is earned) and that even doing the same jobs as men, they earn less

● Men can take care of children / as well as women.They claim that both have the same capabilities but are aware that there are people of older generations who can continue thinking that written in the sentence.

● Women can work / as hard as men.They show that they agree, since it depends more on differences between people than differences between the sexes. They also consider that this sentence is captious, since it places man as the standard that women have to reach

● The role of women is viewed as limited / to that of housewives, mothers and unpaid family labor in our society.

They are aware that this is still happening, they identify it more with other generations before theirs.

● When one thinks of an engineer / one hardly ever thinks of woman.They have reflected on this issue, generating two alternative reasons why this happens: that women do not see themselves as capable or simply do not want to

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b) Riddle

Bulgaria (BU)The participants were told the riddle and they could freely express their ideas in order to solve it. It took them about 10 minutes to guess that the surgeon was the boy’s mother.Students expressed their opinion about it. They shared that it they were misled by the word surgeon which is also masculine in Bulgarian. They said they got tricked by it as although there are also women practising it, there is not a word in Bulgarian for feminine.The discussion went further on what other jobs are usually considered as more typical for men or women, respectively.Among the professions they mentioned are more suitable for men were: surgeon, architect, (taxi) driver, builder, dentist, pilot, military servant, engineer.The jobs they mentioned, as being more typical for women, were: hairdresser, manicurist, make-up artist, nurse, primary teacher, tailor. From linguistic point of view, there are words for all these in both masculine and feminine, with the exception of the word “nurse” which only has feminine. That word represent the opposite phenomenon, to have special words for jobs related more typically to women.

Romania (RO_UDC)After the case study was presented, the opinions were shared. Most participants said the surgeon is a mother, because the father got caught in the accident although the text does not specify this, but the name suggested it. Regarding the ethics of operating or not owning a child, she thinks that a mother can not.

➢ V. believes that the surgeon "can’t operate because there is intense emotional affection." "Because of the emotional shock and the likelihood that you will be mistaken for the technique, in the child's life or success will be doubtful" "(C.G).

➢ M.A.M says that "Mum was the surgeon and could not operate that child because he was subjectively involved. Perhaps if the father was a surgeon, he could not "

➢ To the question "Since a father could operate and a mother did not, a response was ," the surgeon is allowed to operate the baby, but regardless of gender, whether it is mother or child's father, this / this will be much subjectively and because of feelings refused surgery "(NG), while another opinion is that "mother, because of attachment to the child, can’t emotionally detach from the situation. (and a father would have reacted the same way)”

➢ P.S.A. says: "The surgeon (the mother of the child) said she could not operate that baby because in the event of a surgery failure she would be blamed or surrendered to her child and put herself in the position of that child."

➢ Interesting was also the opinion expressed as "when you hear a surgeon / engineer-automat think about a man"

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Romania (Ro-Prof)Ask them if the story would still have been a riddle if the unknown parent had been described as a nurse.

Encourage them to consider the effect of such a subtle and pervasive stereotyped assumptions on the ways people act towards each other.

The debate can be favoured with questions such as:

● Why do you think we had a hard time believing that the surgeon is a woman?

● Do you think that the media, tv shows, advertisements, etc. reflect in the same way (in terms of quantity, importance, etc.) women scientists, engineers, mathematicians as men?

● The Riddle was guessed immediately. There are two girls who would like to be surgeons as the ‘tradition’ of pursuing a medical career is strong in our city as we have a University of Medicine, Pharmacy, Sciences and Technology locally.

● The debate went on. Students declared that the boys in classes with Sciences as major are outnumbered by girls lately. They also mentioned that teachers are many times uncomfortable with this saying that there are too many “mimosa sensibila” in their classes. It turned out that teachers had some biases concerning girls’ ability in STEAM.

● When approaching MEDIA the dissatisfaction was completely as they said that they hated the way some channels present girls as being concerned only with their appearance and showing as ‘role-models’ some low talented female artists. The bad thing was that these images influences some students who did not have critical thinking.

Ada Lavalace the woman who initiated programming in the 19 th c. was known to one girl who was passionate about technology and programming. They all come to a conclusion that women scientists are not so ‘marketed’ as men are.

Greece (GR)Students were told the riddle in simpler words and adjusted appropriately for such a young age child and they could freely express their ideas in order to solve it. We manage to separate them in two teams and they were working together in order to solve the riddle. It took both of the teams about 5 minutes for a child from one of the teams to guess that the surgeon was the boy’s mother. To the rest of the students seemed strange that we were so confused to solve the riddle (as we said them) as many of children’s mothers are doctors. In Greece is really common watching female doctors so for them was absolutely realistic that the mother was a surgeon.

The discussion went further on what other jobs are usually considered as more typical for men or women.

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Among the professions they mentioned are more suitable for men were: engineer, builder, firefighter, pilot, military servant, policeman and chef (but there were 3 boys saying that men do not cook)The jobs they mentioned, as being more typical for women, were: archaeologist, hairdresser, make-up artist, nurse, teacher,From linguistic point of view, there are words for all these in both masculine and feminine.

Portugal (PT)The boys say it's a man and two girls say it's the mother who's a doctor.

Girls - Women are more sentimental than men and the phrase "I can not operate" has to be a woman.I think it is an average because being the one who educates the child she would feel more sad and sensitive than the man.Boy: It can be a man as a woman.. This is by rules in hospitals. So much can be a man as a woman. It has to do with professional ethics, because both may feel sensitive to being a child, whether a woman or a man as a doctor.Girls - The girls continued to point out the decision of not performing, talking about the fragility of the woman in these situations and being more sentimental than the man.

Some students (girls and boys) disagreed and opposed the argument of professional ethics.Girl - In everyday life we are accustomed to seeing in the woman this fragility and sentimentality even in the movies and on television.

When we think of scientists we come to the head mainly men, although the teacher has already spoken in women, but the best known are men, perhaps because they have the possibility of being scientists.

Spain (SP)Half of the boys and girls solved the riddle affirming that the woman would be the person who had to operate the boy.However, the rest of the students did not say anything, they did not solve it in any way because they did not understand how it could be.It is interesting to note that three of the girls who did not solve the riddle want to study health professions, be medical.The subsequent debate was interesting, since the causes of not having solved the riddle were discussed and the group became aware and expressed that it was due to processes such as:

- Invisibility of "scientific" women in: media, in textbooks.- The visibility of women who currently reach scientific achievements is associated with a great

importance that can produce the effect of "something strange-unusual" which would not normalize either.

- All the participant students agree that if the riddle had been said "nursing professionals" it would have been solved before.

- There is a dialogue about the feminized professions and how they relate to care, education, help to other people

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c) Reflection on Societal Views About Women and Men’s Roles

Bulgaria (BU)The students were influenced by socially defined jobs as more typical for men and women in Bulgaria. They shared that there was an interesting phenomenon according to which , men who practice some the jobs which are more likely to be girlish - such as manicurist, hairdresser, make-up artists, - have different sexual orientation but the opposite is not applicable. As none of them associated women doing IT, or engineering, and the rest more Manish jobs, as being “non-straight”The opinions expressed were that girls are really better at humanities and boys are better in science. They said few women choose STEM career paths as they don’t find these jobs interesting and they do not feel good at them. Two or three of the participants said that girls are more delicate and caring, so they more suitable for humanities studies and jobs whereas boys are more technical and do it with ease.All agreed that girls need more time to perform a technical task than boys do and the opposite, that boys are not as good at humanities as girls.None of the participants thinks that the major reason for men to choose a STEM job is to make more money. They shared the opinion that they just choose them because they feel more comfortable with that type of work.

Romania (RO_UDC)The debate was favored by the suggested questions in the guide and the answers were synthesized below.

Do you think girls are better at humanity, and boys are better at science?

➢Yes, the woman is sociable and action-oriented

➢Yes, I think the woman is "built" based on feelings

➢Yes, women are predominantly rational, and men are more attached to the goal

➢Yes

➢Yes, since primary classes, girls are interested in studying while boys on technique, skill

➢No, I think it's about everyone's mentality and his / her ambition

➢No, everyone is different, so sex does not determine your abilities

➢No, they have the same qualities and defects

➢Not. We are born with the same capabilities that the menu engages or inhibits

➢No, it does not matter sex in any field

➢There are no good men on the social side and women who are good on the logical side

➢It is not mandatory. Gender is not a determining factor in terms of knowledge, skills.

➢The humanitarian and scientific side is equally developed in women and men

When women choose a STEAM profession, do you think it is to help other people?

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➢ Yes- 4 replies

➢ No -5 responses

➢ No, it is for something they want and they want for their own person

➢ Not everyone - for him

➢ For money and social status

Why do you think men choose a STEAM profession?

➢Because of their natural nature, it instinctively comes to them

➢Somewhat encouraged from the outside, the media

➢A Yes-I think every person has his own reasons. The difference does not make it the kind

➢It's not a special choice

➢Because of their skills, their skills have been stimulated since childhood.

➢Not only men choose them, they also do not all choose those professions.

➢I do not choose men specially

➢The inclinations they find

➢Because that's what they want

➢Because they are logical and they are based on logic in most of the time

➢Men choose these professions because they are subject to stereotypes because they are passionate and capable. This statement does not exclude the competence and passions of women.

➢Because they are encouraged to do so

➢Because they have been educated, they have to turn to the right jobs

When men choose the STEAM professions, do you think it is because they think it's a way to make a lot of money?

➢ Yes - 5 replies

➢ Yes and this is not just from the point of view of men

➢ Yes, so are women

➢ No - 2 replies

➢ Yes / no -2 responses

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Romania (Ro-Prof)Yes, girls are better at reading and they write more legibly. They are more mature sometimes. Boys are not so careful with the appearances. They like to play more. Also nowadays girls also use their mobile phones as much as boys but not for playing. Playing on-line games is a “boys” domain. Girls like more Instagram and Facebook. Also not so many girls are joining Martial Arts.There also is a domain male dominated.

Both girls and boys sometimes choose professions which are not eligible on the labour market.Parents are more concerned with boys to persuade them to choose a ‘well paid profession’ as they were supposed to sustain a family. Nowadays parents encourage also girls to choose a STEM career as it is the requirements of the labour market. What came out from the discussion was the fact that they don’t know much about engineering apart from ICT. How many types of specialities are, which their characteristics are, what they need to know before joining such a profession and if they are in demand on the labour market.

Every student agreed that their mothers work a lot as they all work and then they come home and take care of cooking, cleaning and their education.

The conclusion was inspired by their mothers who work very hard and many times they are the bread winners as well.

Personally I think this is a reminiscence of the Communism Regime when ‘equality’ was very much proclaimed and women were encouraged to become engineers, scientists etc. In spite of being a kind of ‘patriarchal’ society Communism changed some people’s minds. According to Eurostat across the EU Member States, the share of female students ranged from less than one tenth in the Netherlands (6%), Belgium (8%) and Luxembourg (almost 10%) to over a quarter in Bulgaria (33%), Romania (31%), Greece and Sweden (both 29%) as well as Cyprus (26%).

Greece (GR)We told participants that we will show them few pictures (gendered influenced jobs and activities of everyday life) and they will raise with their hands the agree sign if they agree with the pictures and the disagree if they not.We included pictures reflecting stereotypes like:“Women can be as good engineers as men” - “Men can take care of babies as well as women”,“Women can be scientists”Both girls and boys agreed that everyone could do any profession they want to regardless gender. But in pictures that a man takes care of the baby or cooking the family meal some boys felt that this is not right for boys and before instructor says anything the rest of the team replied that: “ all dads should do these chores”.Moreover, in some pictures of female scientists there were few girls expressing their concern on how these female scientists could take care of their babies as they do so hard work.Again, rest of the team replied by examples from their own experiences and how dome of their mothers manages it.They also believed that it is important for girls to do STEM jobs as this could help the (“the little girls”) to be easier scientists – boys agreed to.

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Portugal (PT)

● Do you think girls are better at humanities and boys are better at science? Is this the case in your class?

Nobody agrees.It has nothing to do with a gender issue, but it has to do with taste or competence to something.Two female students presented themselves as good at science.

● When women choose a STEAM profession, do you think it's to help other people?Opinions were divided between the agreement and the non-agree and 3 students were in the middle.Agree - Girls - Women go to biology because women want to help animals and this is more characteristic of women than men; the need to help.I agree - Boys - They consider that women have a greater pretension regarding protectionism of the offspring and this has to do with the choice of the areas of sciences, medical or care. Men have a stronger role, professions of greater strength.I do not agree - Boys and girls - It has nothing to do with help. The choice has to do with taste and is independent of being a woman or a man. Nowadays, they think it is already different and there are no gender issues in most professions, especially those resulting from a upper course.

● When men choose STEAM professions do you think it is because they think it is a way to make a lot of money?

Only two students (1 girl and 1 boy) disagree.Girl - Women feel more fulfilled by helping people or animals, while men are enticed by making more money.I do not agree - Boy - It depends on person to person. It's not about sex. There are people who can work on something they do not like just to make more money, and this happens with both men and women.

Spain (SP)In relation to the phrase "women can be as good engineers as men", they show that it is trueWhen we talk about why there are no female engineers, they say that it is because they will not like it, because nowadays any boy or girl can study what they wantHowever, when they are asked then why there are almost no girls who choose such kind of professions, they say they do not know why.In this way, a debate is opened about whether the preferences and tastes that boys and girls show can be determined by social and cultural factors.

When the group talks about "preferences" and "expectations" related to the job they want to have (career choice), the girls immediately refer to "helping people" while a couple of boys say "make money".

These phrases allow to continue reflecting on the traditional models of women – men, where women had to respond to an identity related to the care and help of people, while men have to become the ones who earn money for the maintenance of the family.

Once they reflected on that, they agreed that being man/woman influences the career choice, even if you have not thought about it before.

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d)

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e) Role Plays to identify Gender Stereotypes in scholastic situations

Bulgaria (BU)The sentences and scenarios were discussed and the reflections are that it is true that there are certain stereotypes concerning the social role of women and men. The game – match the halves of the sentences and then comment your choices - clearly showed that all stereotypes are still valid in the Bulgarian cultural environment although the reality proves that more women can do STEM jobs and they perform well at work, their social role is still limited to looking after the family and the housework more than men, and women are highly expected to work more for less money. They also came to the conclusion that the school environment actually does not work in a different way for both sexes, but all are treated fairly regardless they sex. Considering the students’ age (they are all 14 years old) we may conclude that these stereotypes are strongly built- in by the social environment – family, tradition and peers.Students suggested more work done at school so that the society could overcome that type of stereotypes. Students suggested that more project work at school would be good, but in fact the whole society must be engaged with it, as major changes in the way people think are needed.

Romania (Ro-Prof)Pitch (max 20 minutes

I asked the learners to make the pitch of a situations where they witnessed differences between girls and boys in the classroom. I proposed them small cards with some stereotypes. Example: “Girls are not good at Math” “ You behave like a girl”

1. Characters (max 10 minutes)

I asked the learners to describe the main characters of their scene: they can create interesting characters, indicating, their name, whether they are pupils or teachers, if teacher in which discipline, and to give details about their personality (quality, defaults, and tics) and to draw them rapidly. The learners received some worksheet and they started to fill them in. Working in small groups was a pleasure and they were enjoying it a lot.

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Handout for Characters

Teacher / pupil:NameAgeDefaultsQualities

Apart from boys who treat girls sometimes discriminatory teachers are also using stereotypes. E.g. A physics teacher calls girls “little kittens” or “fed gazelles”. As girls joining the Sciences Department outnumbering boys, some female teachers said that “we had too many ‘mimosa sensibile’” in the class. Some Mathematics teachers humiliate girls and some girls used to take drugs before the Math class. The girls are sensitive when adolescents and if they feel not being welcome will lose interest.

Another issue is that they don’t know much about engineering except for ICT. They are not told in school about how many types of engineering are on the market and which of them are in demand. Even if they take up humanities they don’t know much about what the job they can do after they finish their studies.

Greece (GR)The scenarios were discussed prior with the educators in order to be realistic and understandable from the students concerning the social role of women and men. The game showed that all stereotypes are still valid in Greek society although the reality proves that more women can do STEAM jobs and they perform well at work, their social role is still limited to looking after the family and the housework more than men, and women are highly expected to work more for less money.Considering the students’ age (they are all 5-6 years old) we may conclude that these stereotypes are strongly built from such a young age- by the social environment – family, tradition and peers.Students suggested more work done at school and talk more within the classroom and with their teachers so that the society could overcome that type of stereotypes. Students suggested that more project work like this at school would be good in order to have more information and for them to be able to change their family’s mindset on the field. This could be translated into an intent from children to change their world/society though they are too young to express it differently.

Portugal (PT)1st dramatized situation (1st cycle class, where there is no definition of the area worked)The boy broke the glass of the School; the girl hit a colleague.The teacher believes in girls more than in boys. The teacher is tougher with the boy than with the girl.When asked to put the boy in the situation of the girl and the girl in the situation of the boy, the students were a little lost and said that the behaviour of breaking the glass is more associated with the boy and the girl who pulls the hair to the girls.They conclude: they intended to represent that the behaviour of the teacher (especially if he is a woman) is conditioned by the sex of the students, being that the teacher believes more in the girls and is more tolerant and gentle with them than with the boys.

2nd situation (area - physical education)

The male teacher asks the boys - only boys to exemplify to the class how to do push-ups on the floor. Girls are never called to exemplify.

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We asked to change the situation by changing the positions of the boys and girls and said that it rarely happened: only if it was gymnastics or dance.They also mentioned that sports that resort to force or group games like football and others, the highlight is always given to the boys. They added that one could use the girls even if they did not do the exercises well and show correctness of what is wrong. Finally they mentioned that there are girls who also do the exercises typically of boys.Discussion:Boys - They say there are physical education tasks / activities that are more like boys because they have the best competence to do it.Girls - They say it is not a matter of competence, but that boys are more often chosen to exemplify how it is done correctly.

3rd situation (Mathematics or French class)The girl is very sweet and very attentive talking to the teacher (man or woman) while the boy speaks directly who has doubts and does not understand the matter.The teacher (woman or man) gives more attention to girls in clarifying doubts than boys; is more available to girls, being the same issue and being students of the same interest.

Girls have different approaches to teachers who have more effect.Yet the male teacher is still fairer in treatment than the female teacher.

Spain (SP)They represent two scenes:

1. The physical education teacher makes it clear that girls have lower marks than boys, and does not give them the chance to reach them, using a protective tone with respect to girls all the time

2. The music teacher asks to help him move some heavy music instruments, and some speakers, only to the boys.

The representation of the scenes allowed us to talk about issues such as:- The most active participation of the boys in classes, while girls show a more passive participation

because they feel shame for being wrong (insecurity). Girls express that they find hard to participate, to speak in public, as they are afraid of being wrong. Boys express that it is okay to make mistakes but that they can also be right ...

- Girls say that those more passive attitudes (more than talking in a low voice, being quiet,…). in some way are encouraged by some teachers. In fact, they give them an example of what the boys should do ... when they want the boys to change their more disruptive behavior in the classroom.

- In subjects such as Physical Education, the differences in roles are very clear.- There are teachers who have comments like: "girls and seniors first".- There is a dialogue about the fact that there is a kind of care for girls, as if they could not do many

things (i.e., lift weights), but at the same time, they do not value what they can do.

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f) Interview by couples

Bulgaria (BU)The majority of students find that teachers treat them equally but a few said that they are stricter to boys.To the question 2-if the STEM teachers find boys cleverer than girls – they all said it is not like that.The question 3– if they were told about women in science – a few could remember Marie Curie, but no other women scientists. Most of them don’t even remember studying these examples. Some answers were that they study more of men scientists as they have left more behind themselves and their achievements and outputs are more significant for the human scientific development.The question 4 – if teachers use masculine when they call a mixed group – it is not strictly differentiated as teachers usually address to the class as a whole and call them with a general word – students, but at times, when they address girls or boys separately, they use the words accordingly.Question 5 – if they were told about women in science – few could recall particular examples.Question 6 – if they would participate in activities which to promote women in science – only 3 out of 11 would like to participate.Question 7 – most of them would choose a job which they like doing, but few would chose STEM

Romania (Ro-Prof)1.Do you think some teachers treat differently girls and boys? In what way?4 boys said “no”. The rest agreed with the question. Generally they say that STEM teachers rely girls as being hardworking but when they teach the new lesson they ask boys whom they knew will answer correctly.2. Do you think Biology, Physics, Chemistry, Mathematics teachers think that boys are smarter than girls? No. In Biology and Chemistry girls are good enough but they do not like Math. Math teachers generally give very poor grades and girls don’t like that.3. When you talk about scientists in class, are men mentioned more frequently than women? Why do you think this happens? Do you talk about women scientists in class? Men are mentioned more often. Recently

some women are also mentioned. The Nobel Prize for Physics for 2018: Gérard Mourou, Arthur Ashkin, Donna Strickland and the Nobel Prize for Chemistry in 2016: Frances H. Arnold were mentioned in the class.4. Do teachers of the above-mentioned subjects use the general masculine to refer to boys-girls or do they use the feminine and masculine according to whom they want to refer to?Romanian is a flexional language and you can’t use Masculine for feminine.5. Have there been any activities in your school to introduce women scientists and important women in history? Sometimes yes. Especially Queen Maria, of English origine who contributed deeply to the Unification of our country and had been a nurse during the WWI.6. What activities would you like to participate in to get to know women scientists?Workshops like this one; educational projects; interviews with famous women on-line; drama.7. What would help you to choose a STEAM profession/studies?To know more about which professions need STEAM; To have conselling classes; to watch TV broadcasting which deals with description of what an engineer is supposed to do; to go abroad to study; to go to England to study; to have more practical and hands on activities in the STEM classes; to use more ICT during the Sciences classes;theory is so boring.

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Greece (GR)Due to the fact that classroom in this age are slightly different organised we adjusted the activity accordingly. We played a game with cards in which children should express what they like or dislike during the education procedure and they shad to throw in the side the cards with activities they do not need/like.They were teamed up in groups of two.Most of the students kept cards showing friendship between students, equal participation between girls and boys and both male and female teachers (even though in the school the majority of employees are women).They throw in the side unequal number of girls to boys and unequal number of female and male teachers.This was followed by a discussion and a free time to paint what they felt impressed by during the session.The majority of students find (from the discussion) that teachers treat them equally but a few said that they are stricter to boys. They also painted pictures both girls and boys of female scientists and professions as we discussed before that usually are mostly manly.

Portugal (PT)Question 1 - Do you think some teachers treat differently girls and boys? In what way?Most of the students answered that "yes" (12 students), justifying that:- the female teachers are more cherished with the girls than with the boys;- the female teachers are more sympathetic to the girls and the male teachers to the boys;- female teachers treat the girls better and the male teachers the boys;- Physical Education teachers ask the boys to exemplify the exercises;The 2 students who answered "no" did not provide a justification.

Question 2 - Do you think Biology, Physics, Chemistry, Mathematics teachers think that boys are smarter than girls?Most of the students answered "no" (12 students), justifying that:- teachers should not feel that girls are inferior to boys;- teachers do not think so;- if girls are well-educated, well-behaved girls have as many abilities as boys.One of the students replied "yes", justifying that "if we note well the best scientists are men."

Question 3 - When you talk about scientists in class, are men mentioned more frequently than women? Why do you think this happens? Do you talk about women scientists in class?All the students answered "yes", justifying that:

- formerly men had more access to studies than women;

- men are mentioned more times;

- because there are more men than women scientists;

- because male scientists are more famous than women;

- male scientists have marked the past, made more important discoveries than female scientists of the past;

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- formerly women had no access to studies / courses, so there were more men than women scientists;

- Formerly women were housewives;

- because male scientists, at the time, had more learning abilities than women, had more school preparation than women.

Question 4 - Do teachers of the above-mentioned subjects use the general masculine to refer to boys-girls or do they use the feminine and masculine according to whom they want to refer to?Most students indicate that teachers use the general masculine when they want to refer to boys-girls.

Question 5 - Have there been any activities in your school to introduce women scientists and important women in history?Most students report that they are not aware of activities.

The only one they remember is this workshop.

Question 6 - What activities would you like to participate in to get to know women scientists?Most students said they would like to participate in an activity to meet female scientists.

They gave the following examples:

- visit to a university;

- a presentation;

- a gender equality workshop;

- exhibition.

Question 7 - What would help you to choose a STEAM profession/studies?The students mentioned:

- for taste;

- because I like the area and to help people and animals;

- because I like it and because I have good grades;

- by passion, to feel happy.

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Spain (SP)

● Question 1 - Do you think some teachers treat differently girls and boys? In what way?

◦ Yes, in some cases like in Education Physics and comments from teachers who tell children things like: "Look how good the girls are, how quiet they are"

● Question 2 - Do you think Biology, Physics, Chemistry, Mathematics teachers think that boys are smarter than girls?

◦ Yes, they think that girls are smarter or there are no differences.

● Question 3 - When you talk about scientists in class, are men mentioned more frequently than women?

●Yes, they appear more in books because during history they have been underestimated

● Question 4 - Do teachers of the above-mentioned subjects use the general masculine to refer to boys-girls?

●In general they speak in masculine, there is a teacher and a teacher who use feminine for generic or in both. They say that when they do they feel better, more taken into account

● Question 5 - Have there been any activities in your school to introduce women scientists and

important women in history?

●Yes, there are activities and they like to participate in them.

● Question 6 - What activities would you like to participate in to get to know women scientists?

●There are many initiatives with women writers for example. There was also one with women in

computing.

● Question 7 - What would help you to choose a STEAM profession/studies?

●That they would be encouraged to remove that insecurity; that the same toys will be given to

children and girls. Do not limit yourself

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g)

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h) Closing

Romania (RO_UDC)W1. 08.12.2018. Following the first Workshop, the participants expressed their views:

➢ "The Workshop was Creative / Interesting / Repeated and Realized in High School Debates" - "I'm glad I participated", "The theme was real. Gender differences exist and can be overcome by will, freedom of expression, work and education. The choices belong to us, so we have to choose wisely "

➢ "I hope that in the near future we will eliminate the prejudices and the stereotypes that we have today. WOMAN IS BEAUTIFUL AS A MAN! "

➢ "I liked the subject, I think we would have a better world if we eliminate the stereotypes, because anything a man can do can make a woman with little exceptions. I liked workshop and the way this subject was discussed and presented. "

➢ "E-STEAM is a good initiative that I hope will help the company continue to ignore prejudices and stereotypes. Both women and men should be equal in chances to choose a career. "

➢ "The workshop I liked very much because we worked in the team we expressed our opinion. The water we put on the poster was very interesting, we each contributed to its realization "

➢ "The workshop was very creative and helped me develop perspectives on gender stereotypes. Teamwork has had many benefits, so with my colleagues I have been able to produce valuable and rich information. Thank you! "

W2. At the twelfth workshop on December 12, 2018, the participants expressed their feedbak in writing. Their opinions were:

➢ "I think intermingling things were discussed"

➢ "Inequality between women and men exists on the day of sharpening. Women are devalued very much. Changing this cause could change in the future. This cause comes from grandparents' times. "(C.R.A.)

➢ "My opinion is that at the moment the role of the man and the role of the woman is denaturant. First, taking into account the natural role presented in the Bible, both men and women have predominant, special qualities, which distinguish them.Secondly, it is obvious that from a physical point of view a woman can not exceed a man's strength. Equally, at the psychic level, it is demonstrated that the woman is focused on details and the man on the generalities, in case a problem occurs, need to be solved.Last but not least, within a family, a woman naturally fulfills her household chores easily, while a barbarian is difficult to cope with each of them.Returning to the special qualities, the woman is sensitive, tender, patient and imam, while the man presents strength, strength, self-confidence, and ease of doing business. (B.V.A.)

➢ "I think that there is equality between a man and a woman, in general, that if we enter into details things could degenerate from one person to another, and the conception of each one is related to several factors starting from the most elementary, the family and here many others - religion, conception, society, etc. No one stop a woman from pursuing a career that is considered to be

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"destined" to men, and if she wants, she is absolutely achievable. From a legal point of view, we are all equal, the rest are only perceptions and indoctrinated ideas. "

➢ "In conclusion, inequality between sexes does not exist in the law, at least in us. Inequality is something about your own conduct and mentality. The workshop was useful and interesting "

➢ "I think this subject is very varied and it takes more time to debate it." (M.A.M.)

➢ "The gender gap in terms of education, orientation to the field of humanity and science is still encouraged in the family, parents' attitude influences mature children. In some families the differences between girls and boys are significant, so they do not follow their inclinations towards a field where they excel "

➢ "This topic / discussion is up to date and I think such discussions and debates should be done more often and I can say I liked the way this topic was presented." (P.S.A.)

➢ "Regarding the topic I discussed today, I liked it, it seemed interesting to me, I had dialogue, talk, it was a pleasant time, I learned a lot of studies, statistics. The presentation of my college student seemed exciting to me, their opinions made me think, but positive sense intron. Regarding the gender gap, I think it will never end the discussion on this topic, because society will always try to emphasize the male sex. The change can only come from us from the family. How do we raise our children, what the principle, the concepts and the mass media has a very strong impact on people, especially children in training "(M.G.A.M.)

➢ "I believe equality will never exist. Neither between man and animal: the animal and the other, as it might exist among men? From social status to gender, the differences are visible, observable, and become the guide of a society controlled by chaos. Some of us judge voluntarily, others do not, but if these prejudices are implemented in our thinking, it is far too difficult to get rid of us when we live in a world so comfortable. "

➢ "I think it is important to hear different opinions as often as daily experiences influence decisions or opinions on a particular issue, and the workshop helped to outline ideas and perspectives on equality of rights between women and men"

The participants expressed their willingness to participate in such meetings, All participants received participation certificates

Romania (Ro-Prof)1. “I wasn’t very keen on coming to this workshop but I found out that I also have prejudices. First I

didn’t think about that as I thought that this is the right way to be”.2. “First I didn’t like that I have to talk about that in the boys’ presence but later I got used to that and

I expressed my own opinion. I am raised by my mother and I know how hard it is to have a leading position in a company and to keep all the other things going. I admire my mom and my grandmother. I want to be a surgeon and I might go abroad to practice as here there are few possibilities to work with the latest devices”.

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3. “I don’t know much about Engineering but as we talked about it I will surf the Internet to find out

which the job descriptions are.”4. “In spite being a girl I am a member of the Robotics Club but I am the only one. The rest are boys. I

will go and study in the UK Computer Science as I have already been called for the interview at two Universities”.

5. “I think boys are tough but many girls are also very courageous. Some of them stand out in our class”.

6. “I didn’t consider the gender issue as being a problem. They say that we are all equal. It seems that it isn’t exactly true. I will try to be more observant in the future and treat my colleagues fairly”.

7. “ I enjoyed the workshop and I liked the topic as we never talk at school about that.I might use what I learned to day for my future career”.

8. “The creation of the story and the characters was very funny. I contributed a lot as I encounter a real situation with myself being treated discriminatorily”.

9. “ I am in the 12th grade but I don’t know which career to pursue. I know German well and I think I will go to Germany and study there. I would like to be an advocate for the women rights. I might discover that I can be an European citizen after all”.

10. “ I would like to have more teachers like the ones we have to day. I would like to find out and discover my own thoughts. My expectations were completely different when I came. I leave wiser and with a nice Certificate as well”

Greece (GR)The students showed a lot of interest, regardless their young age, in the subjects covered and a deep reflection on the subject.They express their interest in adapt and implement more workshops like this and in this specific field.Closing the workshop both boys and girls understood and expressed that it is important to change how we think about gender, and more specifically said that they want to “teach” their parents on the subject and change their habits on who should do what in their family houses.However, they further said few women choose STEM career paths as they don’t find these jobs interesting and they do not feel good at them. Most important for them is that girls and women should take care of their children with the assistance of the dad of course but mainly women should be the carrier of the family. Two or three of the participants said that boys are more technical and could do easier STEAM jobs.They point out that the distribution of access is similar. But they do identify some habits rooted in culture and history in Greek society, that make some stereotypes remain (of course in much simpler language).The facilitators of the workshop and the teacher who attended said that the workshop was very well delivered and effective for the children establishing the success of the session.The school we collaborated with asked us to consider extending the workshop to other classes and to maybe implement more workshops and events on the subject as students loved the experience and the topic.

Portugal (PT)The students showed a lot of interest in the subjects covered and a deep reflection on the subject.They said that they would like to carry out more activities of this kind and considered the theme very interesting and pertinent. They were unable to identify other activities in the School that wanted to work on gender issues so explicitly and profoundly.

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In the end everyone understood and expressed that it is important to change mentalities of treatment of women and men, noting that although both have the same capacities, tradition is what limits the opportunities of each one, depending on what is normally accepted.However, they further point out that they consider that today things are very different from what happened in their parents' time and that today there is equal access of women and men to the STEAM areas and does not pose a problem for young people today if men apply to humanistic areas and women to the STEAM areas. They point out that the distribution of access is similar. But they do identify some habits rooted in society, cultural and historical, that make some stereotypes remain.

The facilitators of the workshop and the teacher who attended said that the workshop is very well built and this also contributes to the success of the session.The organizers consider extending the workshop to other classes by passing the script to other teachers, even if outside the project, taking into account that the activity itself fits perfectly in the objectives of the subject of Education for Citizenship and this theme is not always worked in such a structured way.

THE WORKSHOP IS ALL RECORDED IN AUDIO, BUT WE ONLY REMOVE THE MAIN IDEAS SEEKING TO IDENTIFY WHO DEFENDED WHAT (BOY OR GIRL).

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