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==Definition and Implementation of W-STEM Mentoring Network==
https://ceur-ws.org/Vol-3321/paper4.pdf
Definition and Implementation of W-STEM Mentoring Network
Alicia García-Holgado 1, Soledad Segarra-Morales 2, Ana-Belén González-Rogado 1 and
Francisco J. García-Peñalvo 1
1
GRIAL Research Group, Research Institute for Educational Sciences (IUCE) Universidad de Salamanca
(https://ror.org/02f40zc51), Salamanca, Spain
2
Universidad Técnica Particular de Loja, Ecuador
Abstract
The lack of women in STEM careers is a problem that affects all higher education institutions,
not only in Latin America but also in Europe and other regions of the world. Improving access,
retention, and orientation mechanisms in universities is fundamental to ensure that more
women interested in these areas effectively pursue a degree in science, technology,
engineering, or mathematics. The W-STEM project seeks to establish strategies to improve
these mechanisms in Latin American institutions. Since 2019, it has addressed the
improvement of attraction, access, retention, and orientation mechanisms. The W-STEM
Mentoring Network is part of these strategies. Specifically, it aims to empower women and
encourage their active participation in STEM programmes. The mentoring model implemented
uses a three-way relationship: a mentor teacher, a mentor-student and the mentee. The Network
provides guidelines for the implementation of mentoring programmes, but each institution
involved has adapted them to their contexts and needs according to their Gender Equality
Action Plan. This paper describes the guidelines developed through a collaborative co-creation
process involving all project institutions under the coordination of the Universidad Técnica
Particular de Loja (Ecuador) and the University of Salamanca (Spain).
Keywords1
Gender Gap, STEM, Latin America, mentorships, gender mainstreaming, women in STEM.
1. Introduction
The 2030 Agenda for Sustainable Development (SD) and its Sustainable Development Goals
(SDGs) are based on the concept of sustainability, addressing global challenges from climate change,
environment, poverty, social and gender inequalities, and peace [1, 2]. Each SDG has specific targets
requiring actions at different levels, involving public entities, regulatory agencies, controllers, private
companies, civil society, and higher education institutions. Higher education has the power to generate
competences in society that will enable it to face global changes [3]. Science, Technology, Engineering,
and Mathematics (STEM) careers are crucial to respond to the needs of today's society.
Low participation rates of girls and women in STEM are a problem both for girls and women and
for society as a whole. Women whose career trajectories reflect these unequal participation rates suffer
considerable disadvantages [4], such as not being considered a decision-making group, unequal pay and
workload. On the other hand, it has been shown that increasing gender diversity in STEM can lead to
more effective problem-solving and improved innovations [5], and can have long-term effects not only
on gender equality but also on economic development [6]. According to Quirós et al. [7], more women
in digital jobs would benefit Gross Domestic Product (GDP) by up to 16 trillion euros per year in the
European context.
Proceedings XIV Congress of Latin American Women in Computing 2022, October 17-21, 2022, Armenia, Colombia
EMAIL: aliciagh@usal.es (A. García-Holgado); mssegarra@utpl.edu.ec (S. Segarra); abgr@usal.es (A-B. González-Rogado) ;
fgarcia@usal.es (F. J. García-Peñalvo)
ORCID: 0000-0001-9663-1103 (A. García-Holgado); 0000-0001-9657-4532 (S. Segarra); 0000-0002-7859-8730 (A-B. González-Rogado);
0000-0001-9987-5584 (F. J. García-Peñalvo)
© 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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This problem starts in the early stages of education due to different internal and external factors, not
only social norms or stereotypes but also issues related to self-perception, self-efficacy, support
received, etc. [8-10]. Furthermore, according to Verdugo-Castro et al. [11] "as one evolves and
progresses through the academic and professional trajectory in STEM domains, the number of women
decreases, due to social stereotypes and other factors that indicate that these sectors are masculinised
and cannot be easily reconciled with family and motherhood projects". This loss of women throughout
their careers is represented by the leaky pipeline metaphor [12].
A holistic approach is needed to help policymakers close the gender gap in STEM [13]. Many factors
contribute to this problem, such as self-perception, self-efficacy, interest in science, expectations of
outcomes, previous educational experiences, family and social context [14]. According to the SAGA
project (STEM and Gender Advancement) [15, 16], the gender gap in STEM must be addressed through
seven macro-objectives covering social norms and educational and career pathways, research and
decision-making. According to García-Holgado and García-Peñalvo [17], in this holistic approach,
higher education institutions are crucial elements, as they impact directly or indirectly on the macro-
objectives identified by UNESCO, with particular attention to education from an early age through
teacher training.
At the European level, many initiatives focused on encouraging STEM vocations so that more
women opt for higher education in these areas [18]. However, not so many actions work on the presence
of women in STEM once they have entered higher education. According to the theory of the leaky
pipeline [12], a high number of women dropout of STEM studies. During their studies, the university
context can influence dropout rates, elements such as adaptation to the university environment [19],
teacher support [20] or the support received from the institution [21] are some of the factors identified
in previous studies.
Most dropouts occur in the first year of university, a critical time [22-25]. Follow-up and
accompaniment in this first year increase the chances of success [26]. For this reason, there are several
initiatives focused on mentoring as a tool to prevent dropouts in the early stages of higher education.
For example, in the European context, the Mediterranean Network of Engineering Schools (RMEI) has
developed a series of actions to achieve greater institutional readiness to identify, reflect and address
gender bias in engineering higher education institutions through the TARGET project (Taking a
Reflexive Approach to Gender Equality for Institutional Transformation). In particular, one of the
strategies adopted is developing a mentoring and tutoring network for women academics [27].
The W-STEM project was created in response to this global problem. W-STEM is a project funded
under the Erasmus+ Capacity-building in Higher Education Programme of the European Union [28,
29]. The project addresses three processes - attraction, access and retention/guidance - to increase the
number of women in STEM programmes in higher education institutions in Latin America. In the third
year of the project, one of the goals has been to stimulate the role of women in STEM programmes,
empowering and ensuring long-term actions to make the project sustainable, through a mentoring
network aimed at first-year women in STEM careers.
The W-STEM Mentoring Network aims to empower women and encourage their active participation
in STEM programmes. The mentoring model implemented uses a three-way relationship: mentor
teacher (tutor), mentor-student and mentee [30]. In order to establish the Mentoring Network, each
Spanish-speaking university involved in the project has set up its mentoring programme. The guidelines
for implementing the programmes are common to the whole Network, but each institution has adapted
them to its context and needs according to its Gender Equality Action Plan [31]. In particular, the
Network is made up of six countries (Chile, Colombia, Costa Rica, Ecuador, Spain and Mexico) and
eleven institutions:
• Pontificia Universidad Católica de Valparaíso (PUCV)
• Universidad Federico Santa María (USM)
• Universidad del Norte (UNINORTE)
• Universidad Tecnológica de Bolívar (UTB)
• Universidad de Costa Rica (UCR)
• Tecnológico de Costa Rica (TEC)
• Universidad Técnica Particular de Loja (UTPL)
• Universidad Técnica del Norte (UTN)
33
• Universidad de Salamanca (USAL)
• Tecnológico de Monterrey (ITEMS)
• Universidad de Guadalajara (UDG)
The process of defining the Network followed a collaborative approach based on co-creation [32],
so that all the institutions that are part of it were involved in defining the guidelines and the
implementation process. This paper aims to present the W-STEM Mentoring Network.
The paper is organised into four sections. The first section presents an introduction from a theoretical
point of view that allows us to identify the need for mentoring from a gender perspective. The second
section describes the proposal for the implementation of mentoring with the guidelines common to all
mentoring programmes. The third section presents the actions carried out to consolidate the Network
with the active involvement of women mentors. Finally, the last section summarises the main
conclusions and future lines of work.
2. Proposal
Mentoring has a vast field of action and can be qualified with tutoring actions. Mentoring is a
"relationship between an experienced and knowledgeable person and a younger person seeking
assistance, guidance and support for career, personal and professional development" [33]. Rhodes [34]
proposed that mentoring relationships affect mentees through three processes: (1) improving their social
relationships and emotional development, (2) improving their cognitive skills through dialogue and
listening, and (3) promoting positive identity development by presenting a role model and advocate in
the person of the mentor. According to this model, people who mentor and influence improvement in
more than one of these three areas are likely to have a more significant impact on their mentee.
Therefore, the success of mentoring projects lies in establishing a close and long-lasting relationship
[35].
2.1. The objective of the mentoring
The W-STEM Mentoring Network aims to develop skills in the mentees that will enable them to
perform better in their student life, acquire good behaviours for their professional life, and foster their
personal growth. It is necessary to establish the following specific objectives to achieve this objective:
a) Train mentors (who can be male or female teachers or students from last semesters) through
short videos on mechanisms and strategies to develop skills that enable them to develop
gender-sensitive mentoring. The videos will be available on the project platform for open
access.
b) Accompanying incoming female students in STEM programmes through mentoring. Each
university will decide whether they will be carried out individually or in groups of a
maximum of 3 mentees under the responsibility of at least one mentor. The methodology
for organising the call for applications or the activities must be adapted to each university,
in terms of timing, regulations, etc.
c) Evaluate mentoring in each institution through a standardised instrument to produce
indicators for feedback and improvement of the process.
2.2. Launching the mentorships
A set of guidelines are proposed to develop this proposal. The mentoring programme involves three
roles. First, the female mentees will be first-year undergraduate students. Although gender-sensitive
mentoring can involve people of all genders, the focus of the activity is on reducing the dropout of
women in STEM programmes as a measure towards reducing the gender gap in these areas. For this
reason, it is recommended that the mentees should be female students only.
Second, mentors should be final-year students. The participation of upper-year mentors enables a
better relationship between young women of closer ages to ensure effective mentoring, as well as to
empower future female professionals about the importance of their participation in STEM careers by
34
fostering their leadership. In addition, these students will meet minimum training requirements to
become role models for first-year students. Each student mentor will be assigned one or two first-year
students (never more than 3) and their task will be to provide informal guidance and advice to stimulate
and assist first-year students' academic and social integration.
The third role is tutors, teachers from each STEM programme who will supervise the mentors and
mentees. On the one hand, the aim is to monitor the peer mentoring processes to support the mentors.
On the other hand, the tutors must ensure that the principles of gender equality are met and build
inclusive spaces where a coeducational approach goes beyond the classroom and encompasses other
areas of the centre. However, this role is recommended, it is not compulsory, so each institution can
decide whether to develop a process based on three or two roles.
Regarding the selection of participants, although the process can be carried out in different ways
depending on the institution, it is recommended that the following steps be followed:
• Identify tutors to involve them in the selection process of mentors and mentees. At least one
person should be identified in each STEM programme where mentoring will be
implemented.
• Attract first-year female students. The team can work with the offices responsible for student
access, identify them through the first-year professors, or launch an open call for
applications through the institution's media. In addition, the selected tutor can come to some
first-year classes to promote the programme and invite women to participate.
• Select male and female students to act as mentors. A call for volunteers can be launched or
identified through student clubs or student associations. In addition, in order to stimulate
their participation, scholarships can be offered, if the institution has the resources to do it,
or some other type of incentive in order to raise awareness of positive volunteering and to
be able to guarantee the fulfilment of the tasks during the mentoring.
2.3. Initial training
One main objective of the Mentoring Network is to train mentors and tutors. This training can be
aimed at both teachers and students who act as mentors. Short videos and materials will be created on
topics focused on gender, women's rights, gender-based violence, and prevention, so that there is
empowerment with the topics to be addressed focused on university students. The objective is that
mentors to provide support to improve the skills or performance of the mentees in their student life.
Each institution can develop the training in the format that is most suitable for them. Among the contents
addressed in training, the following are established as the basis for the training:
• Basic concepts. Introductory videos on concepts such as gender, stereotypes, mansplaining,
and coeducation, as well as selected supplementary material such as the coeducational
dictionary [36, 37].
• Women's empowerment and leadership.
• Gender violence. Identification of sexism, sexist microaggressions, mistreatment,
harassment in classrooms/centres, etc., as well as tools for reporting it. This type of content
exists in most institutions involved, so they will be used. There is also another series of
supplementary materials, such as the I Workshop on Gender Violence in Higher Education
Institutions developed by the University Network for Gender, Equity and Sexual Diversity
(RUGES) and the Union of Universities of Latin America and the Caribbean (UDUAL)
[38]. In addition, each university incorporates information on its complaint and support
services, as well as information on informal mechanisms in contexts where no institutional-
level processes exist.
• Inclusive language. The use of inclusive language is a key element in creating egalitarian
spaces. In addition to the development of specific materials, a set of supplementary materials
such as the UN resources on the gender-inclusive language are identified [39] or the
Practical Guide for Inclusive Language produced by COCEMFE (Confederación Española
de Personas con Discapacidad Física y Orgánica) [40].
• Soft skills.
• Intra-personal skills with particular emphasis on assertive communication.
35
• Stories of women in STEM. Throughout the W-STEM project, interviews have been
generated with women in STEM from different countries, cultural backgrounds, ages and
career stages (not just senior positions). These videos aim to show diversity in STEM and
to reduce stereotypes in these areas. The interviews are between 3 and 7 minutes long, and
the original language is English or Spanish with subtitles. [41, 42].
2.4. Development and evaluation
Once the people involved in the programme have been identified, the working groups should be
organised. It is recommended that the relationship between mentees, mentors and tutors should belong
to the same STEM programme.
Regarding the development of the programme, the guidelines include indications for organising a
series of face-to-face meetings to strengthen the relationship between the people involved in the
mentoring programme. There should be at least one joint kick-off, one follow-up and one end-of-
programme meeting. In addition, each programme can establish its own guidelines for mentors and
mentees, although fortnightly meetings between mentees and the assigned mentor are recommended to
ensure adequate and timely mentoring.
Concerning the monitoring and evaluation of mentoring, the following guidelines are proposed:
• Information will be collected using two instruments, a questionnaire at the beginning of the
mentoring and another one at the end to compare expectations with final satisfaction.
• Two initial questionnaires will be elaborated, one for the mentees and one for the mentors.
These questionnaires will collect motivation towards STEM studies and needs and attitudes
towards the mentoring process.
• Three final questionnaires adapted to mentees, mentors and tutors will be prepared. These
questionnaires will collect satisfaction with the individual mentoring methodology, time
invested in the programme, perception of the mentoring programme, and overall satisfaction
with the mentoring programme.
• Conduct a focus group with the participation of all the people involved in the mentoring
programme to identify the programme's strengths and weaknesses.
The information gathered through the mechanisms mentioned above will allow for improved
programme implementation in the following semester or academic year.
3. Consolidation of the Network
The W-STEM Mentoring Network is developed in each institution in a semiautonomous format,
although follow-up meetings are held throughout the implementation process to share experiences and
lessons learned.
The W-STEM International Conference (https://wstemproject.eu/es/conferencia-w-stem-chile/) was
held in Valparaíso (Chile) to consolidate the Network. This event, which had a hybrid format, had as
one of its main objectives to know the mentoring programmes from the point of view of the mentors
who have participated in them. Two mentors from each institution participated in the conference
activities in person.
The Columbus Association, the external evaluator of the W-STEM project, collaborated as an
external agent within the Mentoring Network to define mentoring 3.0 in a co-creation process in which
only the mentoring students participated. More than 20 mentors worked on an action plan to ensure the
sustainability of the Network based on the mentoring network that emerged from the face-to-face event.
36
Figure 1. Presentation of the plan developed by W-STEM mentors.
The women mentors worked over two days to present a viable plan to the other project partners
(Figure 1). The plan consists of the following:
• Self-governance mechanisms through a board with the participation of one student per
institution and a professor who will have a passive role and serve as a contact element for
issues related to the institution.
• Short-term strategies: mentoring, dissemination and creation of strategic alliances.
• Long-term strategies: social entrepreneurship, development of multidisciplinary projects,
and mentoring mobilities between institutions in the Network.
• A wish list was requested from the project consortium to support the short- and long-term
strategies.
It is essential to highlight the importance of human resources for the Network's sustainability
according to the analysis carried out by the mentors. Firstly, they identified the need for technical,
administrative, institutional and logistical support, as well as the network of contacts established
through W-STEM, so that these people can act as catalysts in the affiliated institution to facilitate the
development of mentoring. Secondly, they highlight the need to make the Network visible in
institutional communication channels and through creating content on social networks. Lastly, they
consider training as a critical element to ensure the proper development of mentoring.
4. Discussion and conclusions
This paper describes the guidelines developed in the W-STEM project for implementing the
mentoring programmes of the W-STEM Mentoring Network. This Network serves as a tool to improve
retention and guidance for women in STEM programmes in higher education institutions.
Although the mentees are the primary beneficiaries of the process, the mentors improve their
decision-making, leadership, planning and communication skills, and increase their commitment to the
university and the other participants in the activity [43] and develop technical (knowing), social,
participatory (knowing how to be) and methodological (knowing how to do) competences [44].
Implementing the W-STEM Mentoring Network has empowered first-year female students and
female students who have played the role of mentors. This empowerment has enabled the creation of
gender mainstreaming spaces and laid the foundations for continuing mentoring programmes in future
academic years. It also highlights the need to establish mentoring processes that are fully adapted to
37
each institution. The initial proposal addressed a more stricter guidelines for establishing mentoring
programmes. However, it was necessary to look for more flexible guidelines that would facilitate
implementation according to the unique characteristics of each institution. For example, some
programmes had to be integrated with mentoring processes already established in the institution; others
were integrated with student groups.
On the other hand, concerning the resources needed to implement mentoring, depending on the
institution, a greater or lesser amount of economic resources have been invested. However, the requests
identified by the mentors highlight the need for support at the institutional level to use spaces, organise
activities and continue the mentoring processes. They only identified the need of funding to strengthen
the links within the mentoring network through mentoring mobilities between programmes. The
Mentoring Network is a sustainable proposal from an institutional point of view if human resources are
invested in maintaining the transition between academic years, so the mentees play the role of mentors
in subsequent years.
In future steps, it is proposed to establish mechanisms to ensure the Network's sustainability over
time so that its implementation does not depend on a small group of people but is part of the institutional
mechanisms. Likewise, the mentors expressed their interest in continuing their relationships with the
programme by taking on the role of professional mentors and working on the sustainability of the
Network.
5. Acknowledgements
This work has been possible with the support of the Erasmus+ Programme of the European Union
in its Key Action 2 "Capacity-building in Higher Education". Project W-STEM "Building the future of
Latin America: engaging women into STEM" (Reference number 598923-EPP-1-2018-1-ES-EPPKA2-
CBHE-JP). The content of this publication does not reflect the official opinion of the European Union.
Responsibility for the information and views expressed in the publication lies entirely with the authors.
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