STEMming gender gaps

Danielle Martine Farrugia

In an equal society, men and women would be drawn to various careers in roughly similar numbers. The fact that there are still so few women in the Science, Technology, Engineering, and Mathematics (STEM) fields shows that something is crooked in the recruitment and retention of students and staff. Danielle Martine Farrugia writes.

As a young girl, I was always curious to understand the world around me, constantly asking questions and conducting mini-experiments. The world was my oyster — nothing was off limits. A pivotal moment was when the 12-year-old me chose to profile the accomplished scientist Marie Sklodowska Curie for a school project. A physicist, chemist, wife, mother, and the only person to receive two Nobel prizes — in Physics and in Chemistry — she is the best-known female researcher who jumped through hoops to be given the same opportunities as male colleagues. 

I began to understand the trepidation she overcame to further her education. I saw how she surpassed obstacles in a male-dominated environment. At this point in my life I was not aware of what women had to endure to move forward and conduct scientific research. However, by reading up on and speaking to female researchers and scientists, I realised that reality was far from balanced. Running Malta Cafè Scientifique, our team committed to finding at least one female speaker each year, but even that was difficult, as women are not that visible in research. The experience motivated me to have a panel discussion on the gender gap in STEM at a Malta Cafè Scientifique event.

The European Commission defines the gender gap as a disparity between men and women in any social, political, or cultural area, which results from different participation levels, access, rights, and remuneration. Studies cited by The Conversation revealed that journal editors are less likely to commission work from female scientists. When applying for postdoctoral fellowships, women received ‘lower competence ratings than men who had less than half their publication impact’. In the words of Malala Yousafzai, the Pakistani activist for female education and the youngest Nobel Prize laureate, ‘We cannot all succeed when half of us are held back.’ 

Our team committed to finding at least one female speaker each year, but even that was difficult, as women are not that visible in research.

There are no grounds for different participation levels in STEM. In Malta, girls score significantly higher than boys in science, according to the international PISA (Programme for International Student Assessment) survey of 15-year-olds, measuring their skills in reading, science, and mathematics. Despite women’s good exam results, four out of five graduates in computing and engineering are male across the EU (as of 2012). This trend is consistent worldwide, especially at the University of Malta (UM), where student undergrad statistics from 2018/2019 show that STEM graduates are overwhelmingly male-dominated (engineering — 85% and ICT — 86%), except for health sciences (76% female), dental surgery (64% female), and medicine and surgery (60% female).

‘Research shows this has a lot to do with social belonging and the belief in one’s [chances to] succeed. This means that in order to attract more girls to study STEM subjects and enter STEM careers, we need to address the stereotypes they are exposed to, and we need to do this as early as possible,’ says Irene Mangion, Programme Developer at Esplora Interactive Science Centre. UM psychology graduate Gillianne Saliba explored this gap in Malta in her undergraduate study, ‘Women in STEM: A qualitative study on women’s experiences’. She found that female undergraduates pursued STEM courses when they were exposed to STEM subjects early on and when they found a structure to support them.

Building on these principles, the Ministry of Education initiated Teeny Tiny Science Café and the National Science STEM expo at Esplora, engaging Malta’s main higher education institutions. ‘Engaging women in STEM outside of the formal academic structure is essentially democratising women’s voices within the community,’ believes Simone Cutajar, chairperson of GreenHouse, a local citizen science NGO. Through such experiences, citizens are given the opportunity to see whether they would like to pursue science as a career. 

Defining career moments should not depend on individual luck.

Supportive mentors and role models, male or female, are crucial. Dr Claudia Borg from the Faculty of ICT (UM) considers herself lucky to have found men who believed in her capabilities and supported her in the advancement of her studies and career. But defining career moments should not depend on individual luck. To structure the access to mentors, the ‘Women in Science — Bridging the Gap’ project is building a mentorship structure to offer female role models to students. 

‘From an early age, our education system informs our upcoming generations about male scientists,’ the project’s manager Karen Fiorini believes. ‘Their achievements are hailed as admirable, life changing events, which is great. Unfortunately, however, the failure to mention female scientists’ accomplishments is stripping children of female role models.’ Run by the Malta Chamber of Scientists and funded by the Voluntary Organisations Project Scheme of the MaltaCVS, a national council of nonprofits, this scheme will reach out to children aged 6–11, sixth formers, and adults. Using interactive performances and interesting activities, the project’s team will bring Maltese female researchers and their work to the fore.

In the words of Malala Yousafzai, the Pakistani activist for female education and the youngest Nobel Prize laureate, ‘We cannot all succeed when half of us are held back.’

So far we have covered recruitment and mentoring. But why do established, competent women leave STEM careers in droves? We need more Malta-focused research to understand this complex issue. By awarding the Equality Mark to organisations that prioritise gender equality, the National Commission for the Promotion of Equality is encouraging tech companies to create a safe space for both genders to work harmoniously side by side. Tech professionals are rising to the challenge. Vanessa Vella, a Senior Software Engineer working as a full-stack web developer at CS Technologies, co-founded and co-chaired an NGO called MissInTech to introduce more women to technology. 

All these local changemakers are working hard to reform recruitment, career development, and staff retention. Is that enough? We invited some of them to discuss this at the Malta Café Scientifique event ‘Women in STEM,’ supported by Pro-Rector for Student & Staff Affairs and Outreach Prof. Carmen Sammut. Inspired by my younger self and that simple school project, the Malta Café Scientifique team is drafting a set of recommendations for institutions following the panel discussion. STEM fields cannot afford to continue bleeding talented women. 

Further reading:

Fine, I. and Shen, A. ‘Perish not publish? New study quantifies the lack of female authors in scientific journals.’ The Conversation, 8 March 2018. 

STEM ambassadors thrashing stereotypes

Over the last four decades, STEM industries have risen to great heights. Scientific, technological, engineering, and mathematical minds have been called to rally. And the demand continues. How can you contribute?

Few would dispute that technological and scientific advancements dominate the 21st century. Adverts provide ample proof. From tablets to smartphones, to robot home appliances and driverless cars, our world is changing fast. As a result, we are now living in a global knowledge-based economy where information can be considered as the highest form of currency. This reality comes with both benefits and challenges. 

Statistics from 2013’s European Company Survey show that 39% of European Union-based firms had difficulty recruiting staff with STEM skills. Malta is no exception. Another report in 2018 showed that people with STEM careers are still in short supply locally, especially in the fields of healthcare, ICT, engineering, and research. So, while the jobs are available, there aren’t enough people taking up STEM careers, and this is holding Malta back. 

There are many reasons for this trend. For one, Malta has a low number of tertiary level graduates; the third lowest in the EU. An array of harmful stereotypes can also shoulder some blame. The ‘fact’ that people in math, science, and technology ‘don’t have a social life’ is unhelpful. The ‘nerd’ image is still prevalent, especially among the younger generations that are still in primary and secondary school. Then there is the ‘maleness’ associated with STEM jobs and industries. According to Eurostat statistics, in 2017, from 18 million scientists and engineers in the EU, 59% were men and 41% women. 

Still, this is far from the whole picture. 

Employers have reported instances where, despite having enough graduates to fill roles, applicants did not possess the right non-technical skills for the job. This was especially true for abilities such as communication, creative thinking, and conflict resolution. 

Many were unprepared to work in a team, to learn on the job, and to problem solve creatively. This is a real concern, especially for the country’s future. At the rate with which markets are evolving, a decade from now young people will be applying for jobs that do not exist today, and the country needs to prepare students for these roles. And it has to start now. 

The Malta Council for Science and Technology (MCST) is trying to do this through an Erasmus+ project called RAISE. They are launching an Ambassador Programme to empower young students to take up the STEM mantle. STEM Career Cafés are going to be popping up in schools all over Malta, alongside a Career Day at Esplora aimed to inform and inspire. This is where you come in.

They want undergraduates from the University of Malta and MCAST to work with Esplora by sharing your experiences in STEM and telling your stories to encourage those who may be considering a STEM career. STEM Ambassadors will gain important public engagement skills while making research and science careers more accessible.

STEM is crucial in our contemporary world; our economies depend on it. It has completely changed the way we live and opened up new prospects for a future we never imagined. For those who have already made up their mind to be a part of it, there is now the opportunity to empower others and guide them in finding their own path. 

Note: To become a STEM Ambassador, email programmes@esplora.org.mt or call 2360 2218.

The MCST, the University of Malta, and the Malta College of Arts, Science and Technology have embarked on a national campaign to promote STEM Engagement. Its first activity was a National STEM Engagement Conference.

Science, dance, and Scotland

What if I told you that I could explain why the sky is blue through dance? All I would need is a fiddle player, a flautist, and a guitarist. By the end of it, we would all be dancing around like particles, hopefully with a better understanding of how the world around us works. This is exactly what neuroscientist and fiddle player Dr Lewis Hou does on a daily basis. Sitting through a boring science class with a teacher blabbing on about how important the information is might be a scene way too familiar for all of us. The science ceilidh (a traditional Scottish dance) aims to combat this misconception that science is all about memorising facts. Bringing people together to better understand and represent the processes within science through interpretative dance and other arts, the ceilidh has been proving a fruitful way of engaging people who would normally not be interested in science or research. ‘For us, that’s a really important guiding principle— reaching beyond those who usually engage,’ says Hou.

It all starts by bringing everyone together in one room. Researchers, musicians, and participants all get together. Researchers kick off the conversation by explaining what their work is and why it is relevant. Hou then helps the rest of the group break the scientific process down into its fundamental steps, be it photosynthesis, cell mitosis, or the lunar eclipse. The next step is translating each of the steps into a dance. And this is where everyone gets involved.

For us, that’s a really important guiding principle— reaching beyond those who usually engage.

Thinking back on how the idea came together, Hou says his first motivation to combine dance and science came when he was playing music and calling ceilidhs, all while attending as many science festivals as he could. ‘I realised there’s a big crossover with the spirit of folk music and dance—it’s all about participation and sharing. Everyone takes part even if they aren’t experts—and that is what we want to achieve in science communication. We want to encourage more people to feel able to participate without being scientists.’

‘Importantly, the nice thing about ceilidh dance is that they might be simple, but it also means that many people can join in and dance,’ emphasises Hou. Back in the studio, aft er having understood the science and its concepts, everyone works together to create the choreography. The science merges with their artistic interpretation. It is no longer something out of reach; it is now owned by everyone in the room.

  Author: Abigail Galea

Player 1: ready to learn

Can digital games form part of the answer to dwindling attention spans in the classroom? Sara Cameron attended the ‘Playful Learning in STEM’ Seminar at the MITA data centre in June to hear entrepreneur Dr Lauri Järvilehto’s thoughts on the matter.

Our attention is constantly bombarded by the likes of mobile games, social media, Netflix, and Google. Adults are having a tough enough time focusing, let alone children sitting at their desks trying to wrap their heads around algebra and particle physics. Textbook lessons are fighting a losing battle with personalised entertainment. But there is light at the end of the tunnel. Dr Lauri Järvilehto, co-founder and chairman of Finnish startup Lighteneer, believes his team might have a solution. Games see kids experience progressive challenges. Children, as players, use diverse problem solving abilities, then receive instant feedback, satisfaction, and a sense of achievement. To ignite that same fire for games in learning, education needs to tap into that world and harness what makes it special. The feat, Järvilehto explains, is finding balance. We need games that contextualise mathematical or scientific concepts, allowing players to master these concepts, all while being engaged and having fun. A tall order.

Gamification has the potential to ease the introduction of subjects that are normally considered complex. It can make them more approachable, allowing students to grasp the basics before undertaking formal learning to further deepen their understanding.

‘Our thinking is that great learning games can work as the first spark for the love of learning in future generations. They can convey the awe and wonder you see shining in the eyes of our scientific experts as they tell us about the wonders of particle physics,’ says Järvilehto, speaking at a seminar called Playful Learning in STEM organised by the Science Centre (Ministry for Education and Employment) in collaboration with Malta Information Technology Agency and the Valletta 2018 Foundation.

But whilst digital learning is becoming all the craze, Järvilehto warns that educators should be wary of jumping on this trendy bandwagon. Technology is not a cure-all; there is no magic wand. Lighteneer aims to develop games that complement, rather than compete with, formal learning. He also believes that, even with an abundance of tech-based tools, an engaging teacher is still the best way to improve education and inspire the next generation. Games should be used as an initial spark to reel students in at the outset. ‘Perhaps kids will soon grow to think about particle physics and atoms as something as cool as collecting Pokémon.’ Game learning can be the key to unlocking students’ potential, offering a more accessible route to developing an understanding of complex topics.

To keep up with a fast-changing digital world, we must acknowledge its challenges and adapt. Games can’t solve this puzzle alone, but used in the right way, they can be a tremendously useful addition to a teacher’s toolbox.

  Author: Sara Cameron

Women in science, do it with art

STEM subjects tend to intimidate, seeming inaccessible to the untrained eye. Dr Vanessa Camilleri, Dr Marie Briguglio, and Prof. Cristiana Sebu speak to Becky Catrin Jones about how they are challenging preconceptions by combining science and art at Science in the City, Malta’s national science festival.

It’s 2018. We live in a world where saliva samples sent out from the comfort of our own homes return to us with a sprawling outline of our ancestry and where some of the biggest social media influencers are robots. Despite this progress, utter the word ‘scientist’ and the outdated image of men in white lab coats still abound.

When advances in STEM (Science, Technology, Engineering, Mathematics) direct almost every aspect of life, why is it that so many still switch off the minute we mention science?

Researchers haven’t always had the best PR. In films and TV, science is often portrayed as a foreign language, gibberish to most. Real life is not always that much better, with some researchers needing to carry a jargon-busting dictionary around to translate what they study. To improve its reputation, we need a more creative approach that can break these stereotypes and bring science to the masses in a way that doesn’t send people running for the hills.

Science in the City (SitC), Malta’s science and arts festival, is the perfect opportunity for researchers at the University of Malta (UM) to bring their research to citizens in a way that doesn’t need subtitles.

Prof. Cristiana Sebu

Professor Cristiana Sebu (Department of Mathematics, UM) joined UM only three years ago, but has already made a firm mark. With a background in Applied Mathematics, she moved to the university as an Associate Professor, setting up a new course stream for undergraduate students in Biomathematics. Sebu’s interests lie in the practical applications of mathematics, particularly in biology, and in exploring how mathematics underpins essentially everything in life. ‘The links between mathematics and biology are strong,’ Sebu asserts. ‘We need to be able to make predictions and apply mathematical modelling to understand complex and intertwined biological systems such as signalling pathways in the body or ecosystems in the environment.’

That said, Sebu is still very aware that her love for mathematics is not often shared by the wider world. The word ‘mathematics’, however applied it might be, still strikes fear into the hearts of many. In an effort to counter this reaction and replace it with a more positive one, Sebu is joining the myriad of researchers at SitC and adding music to the mix.

‘Maths provides the building blocks and the structure of music,’ says Sebu. ‘Debussy, Mozart, Beethoven, and so many more used a mathematical pattern known as the Fibonacci Series in their scores.’ The Fibonacci sequence is an infinite pattern of numbers where the next number is the sum of the two previous ones, going from 1, to 1, 2, 3, 5, 8, where (1+1) = 2, (1+2) = 3, and so on. This sequence is closely related to what’s known as the Golden Ratio, an infinite number which can be found in so many examples throughout nature, from the composition of bee colonies to the shape of seashells and the patterns in sunflower seeds.

Debussy, Mozart, Beethoven, and so many more used a mathematical pattern known as the Fibonacci Series in their scores.

To highlight this elegance, Sebu has teamed up with jazz composer Diccon Cooper. The performance, entitled ‘Jazzing the Golden Ratio’, will feature presentations of the Golden Ratio in art, the environment, and the human body, accompanied by Fibonacci-inspired jazz music specially commissioned for the festival. Sebu herself will also be there, sharing her thoughts about the significance of this pattern in the world around us. ‘People see arts and science at odds, but the two are very much embedded in each other,’ Sebu states. ‘Hopefully we’ll be able to demonstrate the beauty of mathematics at Science in the City this year.’

Dr Vanessa Camilleri

The significance of this connection between arts and science is a notion shared by Dr Vanessa Camilleri (Faculty of ICT, UM). After working on a project combining Artificial Intelligence (AI) with behavioural studies at Coventry University, Camilleri found a niche research environment using immersive technology and design to influence our decisions and behaviours. Returning to the UM, she worked on a Virtual Reality (VR) headset allowing teachers to experience what it might be like for a child with autism in a classroom.

‘Unless you experience something, it’s very difficult to reach a deep level of empathy,’ Camilleri said of the idea behind the project. ‘We wanted to give [teachers] the opportunity to build new memories through VR, and help them understand the needs of the child in greater detail.’

For SitC this year, Camilleri is taking a different approach. The VR headsets are having the night off, and attendees will need nothing but their smartphones to see science brought to life in artistic form. Using Alternative Reality (AR) methods, she’s collaborating with artists Matthew Attard and Matthew Galea to bring a fourth Triton to the fountain for one night only through a project funded by Valletta 2018. By downloading the smartphone app, attendees will see the new fountain brought to life through their phones. In the build-up to the festival, the artists are using eye-motion tracking and heat mapping sensors on volunteers to see which bits of the current statue draw their attention. This is then translated into the final depiction, making the fourth Triton as eye-catching as the current three.

Prof. Cristiana Sebu

Lecturer Dr Marie Briguglio (Faculty of Economics, Management & Accountancy, UM) is also hoping to use art to bring her subject to life, albeit in a more sober manner. As a behavioural economist, Briguglio’s focus is on a population’s impact on environment and how we can police this. In particular, at SitC, she wishes to convey the ‘Tragedy of the Commons’—the notion that free or common assets such as public space or air are likely to be exploited by the masses due to sense of entitlement combined with lack of responsibility.

To do this, Briguglio recruited the expertise of Steve Bonello, a cartoonist with a political bent. ‘Working out how best to design environmental regulation underpins much of the research I am involved in. But it’s also very evident in many of the cartoons Steve draws,’ says Briguglio. ‘I soon realized that there was enough material to write a book.’ And so they did, combining the work of faculty with cartoons to produce the comic The Art of Polluting.

Home truths about how we personally damage the world we live in might not make for easy reading, but Briguglio hopes the fusion between arts and science will make this message easier to swallow. ‘It is intended to bring to light research on environmental pressures, status, and responses in a manner that is accessible and also fun.’ The book itself will be displayed as part of a larger instalment titled No Man’s Land, which will include a live action play, more detailed research, and even a free tree-planting stall.

Putting research on the main stage is no new concept to any of these three, and this year’s SitC is certainly not their first venture into science communication. The projects they’ve put forward have all stemmed from previous public engagement ideas. Camilleri worked with the same artists on an AR feature about Greek Mythology, and she regularly translates her research for mass media. A science communication event, Go For Research, which was spearheaded by the Faculty of Science and Directorate of Curriculum Management and aimed at the Junior Science Olympiads was where Sebu’s idea for highlighting the beauty of mathematics was born.

The passion for their subjects is infectious in all three researchers. Each one listed the prospect of inspiring their audience as their top goal for the festival. Shaking up science communication by presenting it in a way we wouldn’t expect, through musical maths, theatrical economics, and artistic AI, provides an opportunity for researchers and citizens alike to see science through a new lens. One where progress seems brighter and kinder.

  Author: Becky Catrin Jones

Mind the Gap

The world is changing. Technologies are developing rapidly as research feeds the accelerating progress of civilisation. As a result, the job market is reacting and evolving. The question is: Are people adapting fast enough to keep up? Words by Giulia Buhagiar and Cassi Camilleri.

Mur studja ha tilħaq.’ (Study for a successful future.) 

From an early age, most Maltese students are conditioned to think this way. You need a ‘proper education’ to land yourself a ‘good job’. But students graduate, and with freshly printed degrees in hand, they head into the job market only to be disappointed when the role they land seems unrelated to their degree. Yet vacancies are ready for the taking; there are many unfilled jobs in the STEM fields, which create 26% of all new vacancies according to recent research from the National Statistics Office.

So, if there are vacancies available, what is the problem? A skills gap. 

Academic qualifications do not guarantee that graduates have the right skills for work. At a conference addressing the skills gap organised by the Malta University Holding Company (MUHC) and the Malta Business Bureau (MBB), Altaro Software co-founder and CEO David Vella confirmed this problem. In previous years, Altaro mostly employed experienced developers; however, increased demand led them to realise that there weren’t enough of these candidates out there for them. 

To fill those roles, they extended the call to younger people, but Vella found that they were not fully equipped and ready to go. This was when he realised that they needed to change tactics. ‘Now we realise that we need to start hiring junior people and build up their skills.’ Investment needs to be made by both sides.’ 

What every relationship needs 

Better communication between business and academia could improve the skills gap. However, this kind of engagement is easier to manage in some institutions and industries than others, and bringing those worlds together poses many challenges. At the same conference, MUHC CEO Joe Azzopardi noted how start-ups and small businesses often do not have the resources to organise such exchanges. The wall between them and students is a difficult one to get over. However, there is a new initiative seeking to remedy this situation.

Go&Learn is a project bridging education and industry through an online platform that effectively catalogues training seminars and company visits in a multitude of sectors, for students and educators alike. The initiative has garnered a slew of supporters. Sixty companies from all over the world are listed on the site, including some local names: Thought3D, ZAAR, and Contribute Water, to name a few. This year was Go&Learn’s third edition, and with 17 European regions from across 10 countries involved, it focused on the STEM fields. In Malta, the team behind Go&Learn, also a collaboration between MUHC and the MBB, have worked together to create two new programmes. 

One was dedicated to ICT for business, leisure, and commodity. It saw students visit and learn from local companies Altaro, Scope, MightyBox, Trilith, and Flat Number. Students said that the visits helped them achieve a better understanding of the sector and its nuances. ‘For us students, the fact that we are exposed to the internal working of a business’s environment, it’s an eye-opener,’ said University of Malta (UM) student Maria Cutajar. The second was related to food, involving Elty food, Benna, Fifth Flavour, Da Vinci Pasticceria, and Contribute Water. In this case, the opportunity even attracted foreign students. Go&Learn is acting as a vital bridge between education and industry that can help to minimise the skills gap.

The skills gap exists for many reasons: prejudices towards certain industries, lack of information available on others, and much more. However, education can play an important part in fixing this problem.

Bringing STEM to life 

The skills gap exists for many reasons: prejudices towards certain industries, lack of information available on others, and much more. However, education can play an important part in fixing this problem. Currently, local systems are falling short of reacting quickly and addressing new needs in industry. A lot of attention is placed on short-term goals such as exams and assignments, rather than the bigger picture and real-world tasks. This kind of attitude in science education tends to be exacerbated by the notion that its subjects are for ‘nerds’ and ‘brainiacs’. This can be a daunting prospect for young children who don’t see themselves as ‘smart enough’. It can drive lots of young talent away from STEM subjects.

We need to bring fresh talent into STEM by showing how exciting, accessible, and relevant the field actually is. The solution, UM Rector Prof. Alfred Vella says, is to start right at the beginning: ‘We need to inspire teachers.’ This includes attracting the best teachers by providing appropriate salaries. Through education, we need to change the impressions given to children about science and what it means. ‘When I was younger, they used to tell me, why do you want to do science? Wouldn’t it be better to be a doctor? Engineers were seen more as grease monkeys,’ Vella said with a smile. Science should be engaging, inspiring, and fun. For this reason, he commends ESPLORA as being ‘the single most important feature in Malta.’ Vella believes classrooms should be an extension of the ESPLORA centre in their efforts to bring science to life. In addition to teachers inspiring future generations, parents also need to see STEM jobs as a good career for their children, and businesses need to show parents that exciting careers are available by pursuing STEM subjects. Without this, early encouragement might be fruitless.

With more young people taking up STEM subjects, the potential ripple effect will be vast. These future professionals will be able to conduct more research. The enormous benefits to be reaped from having more people excited about STEM subjects means the burden does not fall solely at the feet of teachers and parents. ‘It is also the job of businesses to show the relevance and benefits of STEM,’ says the CEO of the MBB, Joe Tanti. Go&Learn is providing an arena for business to interact with students and for universities to use their influence positively. 

Looking ahead

From children’s classrooms to the skills gap in our economy, everything is intertwined. We need a multi-pronged approach to tackle as many aspects as possible and implement lasting changes. For one thing, we need to take a good look at our education system and how it treats STEM subjects. We also need to bring business and education together, enabling them to communicate more effectively. With Go&Learn starting this much-needed shift, the door is open to more innovative initiatives. Who’s in? 

Authors: Giulia Buhagiar and Cassi Camilleri