Gender perspective in the subjects of the Chemestry Degree of the University of Barcelona: contribution of women to the curriculum of the Degree. / Perspectiva de gènere en les assignatures del Grau de Química de la Universitat de Barcelona: contribucions de científiques en els continguts del Grau. [Accèssit. Premi Clara Campoamor curs 2020-2021]

Abstract

Gender inequality is a systematic and intersectional phenomenon in which we find discrimination acts inflicted upon a subject, established on a sex-based hierarchical structure. This inequality is directly nourished by the sociocultural roles and stereotypes assigned to women and men since their birth. This is built by a construction of rules, procedures, values and behaviors that frame the appropriate collective principles of women and men belonging to the system. Experimental science, within this system, is instituted as a historically masculine practice and even nowadays carries these roots. This is clearly reflected both in the professional scientific world, with difficulties in accessing decision-making positions or scientific recognition, and the education environments up to university level, where it is often difficult to feel a sense of identity or belonging for the female students. In order to eradicate this bias, an effective small-scale practice is to include gender perspective in the classroom through mentor figures. In order to carry out a diverse investigation, a brief temporal journey through the history of Chemistry is presented as an introduction, giving exclusive space to representative female scientists of this discipline and covering different branches. A selection of these figures with respect to the teaching plans of the Chemistry Faculty at the University of Barcelona, provides an approach to actively integrate gender awareness with three fundamental objectives: improve the visibility of women in science, raise awareness of gender bias and implement new focused training activities in the classroom. Besides examples and some general considerations to take into account, three detailed activities, which can be included in theoretical subjects as well as laboratories, are proposed: two activities based on the scientific work of chemists Agnes Pockels and Kathleen Lonsdale, and one with a more generic approach that contributes to the sensitization of the issue.