The STEM approach to tackling gender discrimination: an educational project in secondary schools

Gender discrimination is a complex and pervasive phenomenon [1]. It influences various aspects of contemporary society, including employment and leadership. To tackle this social issue, the following paper proposes the use of the STEM methodology, in line with the recommendations of international and EU institutions [2]. The PNRR describes the STEM approach as a strategy to close gender gaps, by providing an investment in STEM skills to reduce the gap between Italy and the European average [3]. The first part of the paper focuses on gender discrimination and how it affects several social aspects generating inequalities and restricting equal opportunities [4]. It is crucial to emphasise that it is an educational emergency, for this reason, it is necessary to provide students with tools and knowledge that promote awareness and gender equity. The data reported by Almalaurea, concerning the number of male and female students enrolled in university courses in STEM subjects in the academic year 2020/2021, highlight the significant gender gap [5]. Having said that, it is important to focus on the STEM teaching approach, as a strategy to introduce students to the critical study of science from an early age, through the use of experimentation, real applications, and an interactive workshop method, characterised by the teacher-learner interaction [6]. Then, the characteristics of the STEM (Science, Technology, Engineering, and Mathematics) [7] approach, as an effective methodological tool to promote gender equity, are described. It highlighted how the integration of information and communication technologies in STEM teaching can enhance active and immersive learning, enabling students to develop transversal and critical skills. In the final part of the article, an educational STEM project is proposed, specifically designed for secondary schools in the Foggia area. This project aims to provide students with an inclusive and stimulating environment in which to explore and understand in-depth the issue of gender discrimination. Interdisciplinary activities, hands-on projects, and the use of innovative technologies will promote students' awareness, critical reflection, and empowerment, thus contributing to a more equal and inclusive society [8]. The research involved nine secondary school classes, with a total of 114 students from scientific high school, technical and vocational schools. The students, divided into groups, devised a total of 28 apps, aimed at ensuring greater social inclusion for women. Qualitative data analysis was conducted employing the thematic analysis research method, using the software “MAXQDA”. Seven themes were searched, defined, and named: psychological approach, security and first aid, leisure and socialisation, gender inclusion in the workplace, culture, basic needs and personal care and orientation. A preliminary analysis of the results showed that the use of the STEM approach and workshop teaching were more effective than traditional teaching in terms of learning motivation and work productivity. In addition, the observed experience showed that students are more involved and understand the problem more closely because they had the opportunity to deal with it in a practical way [9].