Corsi di Studio del Dipartimento di Culture, Politica e Società

The third industrial revolution focused mainly to ICT and economy of the Internet and the web 2.0, is combined with the so-called fourth, characterized by technologies 4.0 and redefines the way we produce, the labour market, thecharacteristics, meaning, and attitude toward work, careers and skills. ability to auto-activation of all those involved in this process of transformation.

Despite the growth of women education and employment rate, feminine component is weak in computer activities and technological areas, especially in more skilled and remunerated positions compared to other economic sectors

This lab intends to contribute to socio-economic debate on gender gap considering both structural reasons and cultural stereotype persistence that affect the relationship between gender and technology, looking in particular   at the process of socialization, training and education. The issue of skills not only affects women but the entire Internet economy balanced growth slows, as pointed out by the European Union itself. An essential element of personal luggage in an increasingly competitive market are the soft skills, which together with the technical skills, require cooperation, skill in interacting with colleagues, motivation within workshops, creativity. These soft skills, assessed by companies like knowledge certifications and licenses issued by the school.For this purpos it will be stresse the distinction between  specifically Stem employments and Stem positions that will  require a process of redefinition of competencies and an encounter between scientific and humanistic culture. 

Lab has a professional nature. It aims at providing conceptual and empirical tools for promoting the growth of digital skills useful for overcoming  gender discrimination and become  active participants of the fourth southern industrial revolution digital.

The lab has interactive character. It will be conducted through. through lectures, discussion and analysis of case studies, interactive exercises and laboratory activities. Lectures will be integrated by expert witness.

Attendance validated by the teacher, and a written report will provide the final  assessment factor.

Causes and consequences of gender gap:

 a) structural reasons. Women and girls have adequate qualifications? Data analysis on the choice of the paths of study

b) persistence of cultural bias 

Indications and tools for overcoming gender gap

a)      talks by experts and entrepreneurs

b)      interactive exercises and laboratory activities

 Berra M. - Cavaletto G. M. (2019, <scienza e tecnologia. Superare il Gender Gap. Un'indaginae a Torino  Ledizioni 

Digital Agenda Scoreboard 2015 – Digital Inclusion and Skills

 Hargittai E. e Hinnant A. (2008), Digital Inequalities, in Communication Research, vol. 35, n. 5, pp. 602-631.

 OCSE (2012), Closing the gender gap, at : http://www.oecdilibrary.

org/social-issues-migration-health/close-the-gender-gap-now_9789264179370-en

 http://reports.weforum.org/global-gender-gap-report-2015/report-highlights/

http://www.corriereuniv.it/cms/2015/03/le-donne-piu-brave-negli-studi-penalizzate-sul-lavoro/ dati 2013

http://www.un.org/youthenvoy/2016/04/girls-in-ict-day-highlights-need-to-promote-technology-careers-for-women/

http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf

Reuben E.,.Sapienza P,.Zingales L, How stereotypes impair women’s careers in science, Proceedings of the National Academy of Sciences, 2014

Rossiter M.W. (1993), The Matthew Matilda Effect in Science, in Social Studies of Science, n. 23, pp. 325-341.

Wilansky P.-Traynor, T.E. Lobel , Differential Effects of an Adult Observer’s Presence on Sex-Typed Play Behavior: A Comparison Between Gender-Schematic and Gender-Aschematic Preschool Children, Arch Sex Behav 2008, 37, pp.548–557 

Lab will take place in the first half term