Why Robogals?

There is a gender disparity in the STEM workforce as well as at higher education across the globe:

Australia: Women make up 28% of the STEM workforce in Australia [1], with only 14% in engineering
UK: Women make up 14.4% of the STEM workforce in the UK [2], with only 8.2% in engineering
USA: Women make up 24% of the STEM workforce in the USA [3], with only 14% in engineering
Canada: Women make up less than 22% of the STEM workforce in the Canada [4]
Saudi Arabia: Women make up 1% of the STEM researchers in Saudi Arabia [5], with 34% enrolled in science masters courses
Philippines: Women make up an impressive 46% of the STEM workforce in the Philippines [6], but only 11.2% in engineering!

Why does this matter?

Decreasing the gender disparity in STEM fields provides more opportunity for women to generate fair income, as well as encourages professional environments that are safer and more productive for women.
Not only this, the engineering industry can tangibly benefit from an increase in gender (and racial) diversity because a workforce made up of varying genders (and other minorities) creates team dynamics conducive for better problem solving [7][8], produces better overall business management [9][10][11], and reflects today’s increasingly differentiated customer base [9], all of which lead to improved business performance.

Who Are We?

Volunteer university students and professionals of all genders and fields of expertise, united under the cause of gender equity in engineering and technology.
Find out more about the North America chapters!

What Do We Do?

Chapters run engineering and technology workshops free-of-charge in their local communities, focusing on encouraging girls from elementary to secondary school to explore an interest, as well as cultivate self-confidence, in these topics.
Introducing female engineering students to girls at a young age also provides visibility to female role models, of which there is a significant deficit in the STEM field. The lack of relatable role models has been identified as a cause of low uptake for minorities in all professional and academic fields [12].

Sources

[1] AUSTRALIAN MATHEMATICAL SCIENCES INSTITUTE, 2014
[2] WISE, 2015
[3] Women in STEM: A Gender Gap to Innovation, 2011
[4] Statistics Canada, 2014
[5] Accelerating growth: Women in science and technology in the Arab Middle East , 2015
[6] Human Resources in Science and Technology in the Philippines, 2010
[7] F. Guterl, "Diversity in Science: Where are the Data?," Scientific American , vol. 311, no. 4, 2014.
[8]A. L. Antonio, M. J. Chang, K. Hakuta, D. A. Kenny, S. Levin and J. F. Milem, "Effects of Racial Diversity on Complex Thinking in College Students," Psychological Science, vol. 15, no. 8, pp. 507-510, 2004.
[9]S. A. Hewlett, M. Marshall, L. Sherbin and T. Gonsalves, "Innovation, Diversity, and Market Growth," Center For Talent Innovation, New York City , 2013.
[10]C. L. Dezso and D. G. Ross, "Does Female Representation in Top Management Imrpove Firm Performance? A Panel Data Investigation," Strategic Management Journal, vol. 33, pp. 1072-1089, 2012.
[11]Credit Suisse, "Does Gender Diversity Improve Performance?," Credit Suisse, 31 July 2012. [Online]. Available: https://www.credit-suisse.com/ca/en/about-us/responsibility/news-stories/articles/news-and-expertise/2012/07/en/does-gender-diversity-improve-performance.html.
[12]http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1369&context=open_access_etds