The STEM Approach to Tackling Gender Segregation: An Educational Project in Secondary Schools

Gender segregation remains a multifaceted issue impacting various sectors, particularly employment and leadership (Ferrante et al., 2020). This paper explores implementing the STEM (Science, Technology, Engineering, and Mathematics) methodology to mitigate gender disparities, in line with international and EU directives (Picardi, 2017). The Italian National Recovery and Resilience Plan (Piano Nazionale di Ripresa e Resilienza, PNRR) emphasizes investing in STEM skills to bridge the gender gap between Italy and the European average (MEF, 2021).  The initial section of this paper addresses gender work segregation and its societal repercussions, including perpetuating inequalities and limiting equal opportunities (Buccini, 2020). Recognizing this as an educational emergency, the study emphasizes equipping students with tools and knowledge to foster gender awareness and equity. Data from Almalaurea for 2020/2021 reveal a notable gender gap in university STEM enrollments, highlighting the urgency of this issue (Almalaurea, 2021).  The STEM approach is presented as an “effective pedagogical strategy to introduce students to critical scientific studies early on, emphasizing hands-on experimentation, real-world applications, and interactive workshops that enhance teacher-learner interactions (Sinaga et al., 2021). The integration of Information and Communication Technologies (ICT) in STEM education is highlighted for fostering active, immersive learning experiences that develop both transversal and critical thinking skills (Gonzalez & Kuenzi, 2012).  The latter part of the paper details an educational STEM project for secondary schools in the Foggia region, aiming to create an inclusive learning environment where students can explore and understand gender segregation issues deeply. Through interdisciplinary activities, practical projects, and innovative technologies, students are encouraged to develop critical reflection, awareness, and empowerment, contributing to a more equitable society (Masterson, 2023).  The research involved nine secondary school classes, with 114 students from scientific high schools, technical institutes, and vocational schools. Working in groups, the students developed 28 applications aimed at enhancing social inclusion for women. Qualitative data analysis using thematic analysis via MAXQDA software identified seven core themes: psychological approach, security and first aid, leisure and socialization, gender inclusion in the workplace, culture, basic needs and personal care, and orientation.  Preliminary findings indicate that the STEM approach, combined with workshop-based teaching, significantly outperforms traditional methods in enhancing learning motivation and productivity. Moreover, this experiential learning model fosters greater student engagement and a deeper understand-ing of gender segregation, as students address the issue through practical, real-world applications (Maugeri, 2023).