Universidad de Alicante. Departamento de Ingeniería Química, Universidad de Alicante. Departamento de Construcciones Arquitectónicas, Universidad de Alicante. Departamento de Ciencia de la Computación e Inteligencia Artificial, Universidad de Alicante. Departamento de Física, Ingeniería de Sistemas y Teoría de la Señal, Universidad de Alicante. Departamento de Tecnología Informática y Computación, Universidad de Alicante. Departamento de Edificación y Urbanismo, Universidad de Alicante. Departamento de Ingeniería Civil, Universidad de Alicante. Departamento de Lenguajes y Sistemas Informáticos, Universidad de Alicante. Departamento de Matemática Aplicada, Font, Alicia, Rizo-Maestre, Carlos, Sempere-Tortosa, Mireia, Gimeno, Encarnación, Gómez-Rico, María Francisca, Spairani Berrio, Silvia, Gilart, Virgilio, Andújar-Montoya, María Dolores, Moya-Llamas, María-José, Pérez-delHoyo, Raquel, Vázquez, Sonia, Nescolarde-Selva, Josué Antonio, Aragonés, Luis, Universidad de Alicante. Departamento de Ingeniería Química, Universidad de Alicante. Departamento de Construcciones Arquitectónicas, Universidad de Alicante. Departamento de Ciencia de la Computación e Inteligencia Artificial, Universidad de Alicante. Departamento de Física, Ingeniería de Sistemas y Teoría de la Señal, Universidad de Alicante. Departamento de Tecnología Informática y Computación, Universidad de Alicante. Departamento de Edificación y Urbanismo, Universidad de Alicante. Departamento de Ingeniería Civil, Universidad de Alicante. Departamento de Lenguajes y Sistemas Informáticos, Universidad de Alicante. Departamento de Matemática Aplicada, Font, Alicia, Rizo-Maestre, Carlos, Sempere-Tortosa, Mireia, Gimeno, Encarnación, Gómez-Rico, María Francisca, Spairani Berrio, Silvia, Gilart, Virgilio, Andújar-Montoya, María Dolores, Moya-Llamas, María-José, Pérez-delHoyo, Raquel, Vázquez, Sonia, Nescolarde-Selva, Josué Antonio, and Aragonés, Luis
We live in a rapidly changing world where the economy is set to be dominated by the STEM (Science, Technology, Engineering and Mathematics) industries at the heart of technology advancements, such as engineering and computer science. In Europe, women accounted for almost one-third of the total number of people employed in the high-technology sectors in 2022. Globally, it is estimated that only 20% of engineering graduates are women. Eliminating stereotypical prejudices in engineering and supporting young girls who wish to study and work in STEM fields are key factors for the future. There are some “unconscious bias" that deters girls from pursuing STEM studies. For example, many young women, as well as their families and teachers, consider engineering to be more typical of men than women since they consider it hard and dirty. In fact, it is associated with heavy machinery that implies a need for physical strength and resistance. And, what's worse, many girls consider that it is not really useful to society. Girls at home and at school are less likely than their brothers to be encouraged to become an engineer, unless there is a significant connection in their immediate family or social group. Therefore, it is important to tackle bias among girls’ families and communities and removing stigma surrounding women in STEM. The Higher Polytechnic School at the University of Alicante (Spain) has developed a program focused on overcoming barriers to STEM degrees for girls. The “Quiero Ser Ingeniera” program has already held three editions and has the support of the university and external companies. It has two main activities: a presentation in the university auditorium attended about a thousand students (15-16 years old) and four different thematic campus attended by around a hundred girls interested in STEM degrees. In the first conference, five female engineers from different disciplines and recognized prestige participate to break down stereotypes: they describe their car