Women’s Empowerment Initiatives in Brazilian Universities…
437
nations have also pledged to effectively include the gender dimension in all their
political institutions, advocacy activities, planning and mainstreaming.
This implies that education can act as a powerful mechanism to develop a
more cohesive and egalitarian society (Groenez et al. 2007; Blossfeld et al. 2014).
Currently, educators highlight the importance of developing gender equality (SDG
5), through initiatives that encourage more access for girls and women to research in
areas such as Science, Technology, Engineering and Mathematics (STEM) (Panetta
and Williams 2018). In addition, a highly qualified workforce is a proven motivator
of decent work and strong economic growth (SDG 8) (Woessmann 2016; Frey 2017),
which in turn contributes to the achievement of goals related to poverty (SDG 1) and
hunger (SDG 2). Finally, quality education can also include growing skills about
learning sustainability, and how to take care of our planet (SDG 12 and 13). It should
also be noted that SDG 17 focuses on the role of partnerships to achieve the SDGs. It
makes explicit reference to the need for governments to work together and cooperate
with a wide range of stakeholders, in the private and non-profit sectors, which would
tend to include more women.
It is emphasized that gender inequality is one of the challenges to overcome in
order to achieve sustainable development. The empowerment of women, as well as
the guarantee of the rights of all people, without exception, is fundamental elements
for a legacy of a just society for future generations. Thus, the UN Sustainable Development Goals aligned with university extension programs are reflected in efforts to
ensure more possibilities for women in society and the labor market. Nevertheless,
recognition of their rights and access to their own income are key elements in building
a feeling of empowerment.
Therefore, the role of universities is to mitigate the gender gap in leadership positions and intellectual circles, through educational empowerment that will
generate financial independence. As a result, employment opportunities for men and
women would increase, so that gender differences in the labor market become less
pronounced at higher education levels. However, as will be demonstrated in this
article, changes occur when universities connect the community with the academic
environment, carry out studies, and when there are incentives for public policies and
investments, and private partnerships within universities.
In this sense, this study aims to explore the role of Brazilian universities in
contributing to the empowerment of women in science. This will be done through
the analysis of two extension programs carried out by three Brazilian universities
in southern Brazil, namely the Maternal-Child and Family Care Program (MCFCP)
and the Girls in Science Program, through the qualitative approach and collection of
information and bibliographic data. In summary, the cases show that the integration
of the university with society is a crucial point to support the implementation of
sustainable development, gender equality and, above all, access to education.
437
nations have also pledged to effectively include the gender dimension in all their
political institutions, advocacy activities, planning and mainstreaming.
This implies that education can act as a powerful mechanism to develop a
more cohesive and egalitarian society (Groenez et al. 2007; Blossfeld et al. 2014).
Currently, educators highlight the importance of developing gender equality (SDG
5), through initiatives that encourage more access for girls and women to research in
areas such as Science, Technology, Engineering and Mathematics (STEM) (Panetta
and Williams 2018). In addition, a highly qualified workforce is a proven motivator
of decent work and strong economic growth (SDG 8) (Woessmann 2016; Frey 2017),
which in turn contributes to the achievement of goals related to poverty (SDG 1) and
hunger (SDG 2). Finally, quality education can also include growing skills about
learning sustainability, and how to take care of our planet (SDG 12 and 13). It should
also be noted that SDG 17 focuses on the role of partnerships to achieve the SDGs. It
makes explicit reference to the need for governments to work together and cooperate
with a wide range of stakeholders, in the private and non-profit sectors, which would
tend to include more women.
It is emphasized that gender inequality is one of the challenges to overcome in
order to achieve sustainable development. The empowerment of women, as well as
the guarantee of the rights of all people, without exception, is fundamental elements
for a legacy of a just society for future generations. Thus, the UN Sustainable Development Goals aligned with university extension programs are reflected in efforts to
ensure more possibilities for women in society and the labor market. Nevertheless,
recognition of their rights and access to their own income are key elements in building
a feeling of empowerment.
Therefore, the role of universities is to mitigate the gender gap in leadership positions and intellectual circles, through educational empowerment that will
generate financial independence. As a result, employment opportunities for men and
women would increase, so that gender differences in the labor market become less
pronounced at higher education levels. However, as will be demonstrated in this
article, changes occur when universities connect the community with the academic
environment, carry out studies, and when there are incentives for public policies and
investments, and private partnerships within universities.
In this sense, this study aims to explore the role of Brazilian universities in
contributing to the empowerment of women in science. This will be done through
the analysis of two extension programs carried out by three Brazilian universities
in southern Brazil, namely the Maternal-Child and Family Care Program (MCFCP)
and the Girls in Science Program, through the qualitative approach and collection of
information and bibliographic data. In summary, the cases show that the integration
of the university with society is a crucial point to support the implementation of
sustainable development, gender equality and, above all, access to education.