C 443/68
EN
Official Journal of the European Union
22.11.2022
3.8.
With respect to the digital transformation, clear gender segregation in education and labour markets can be seen in terms of the distribution of ICT graduates, ICT specialists, and scientists and engineers in high-technology sectors.
3.9.
Encouraging girls' interest in STEM is crucial for their successful inclusion in the professions of the future.
On top of that, targeted measures and development programmes are needed to help attract and retain them in STEM-related careers.
In 10 years, 9 out of 10 jobs will require digital skills (12).
The future of work will see a shift in demand towards technology professionals such as computer engineers and ICT specialists.
Women comprise 65 % of European employees but account for only 17 % of the European ICT workforce, while by 2026, 57 % of the jobs set to be displaced by technology would have belonged to women (13).
3.10.
Involvement of women in the development of AI is also essential in order to avoid algorithms that are based on biased data on reality and thus provide biased results.
An intersectional approach is also necessary in this area.
Moreover, as access to high-speed connectivity and digital skills form the necessary basis for a successful digital transformation, they should be available and accessible to all, irrespective of gender, age, disability, socio-economic background, or geographic location.
3.11.
The underrepresentation of women in the fields of technology is problematic also from the green transition point of view, as tackling climate change and environmental problems requires development and introduction of many kinds of technological solutions.
3.12.
While both digital and green skills must be considered an integral part of every profession, they have the potential to attract young people more than older workers.
On the other hand, there is clearly a difference between work-related ICT skills, which include data management and desktop publishing, and the digital literacy commonly associated with young people, such as messaging and recreational Internet use.
3.13.
Besides STEM competences, it is also important to encourage girls to study economics and management subjects, so as to prepare them for leadership positions.
Moreover, it is important to guide them to learn entrepreneurial and risk management skills and to strengthen their self-confidence to avoid and tackle the impostor syndrome (14).
Looking at the stress typology of women, there seems to be a tendency towards more introvert, as opposed to extrovert, personalities in stress situations.
This results in women not seeking out exposed positions due to fear of negative comments from others, which are taken personally, not feeling qualified if they do not (over)fulfil all specifications in a job description, and not wanting to be a ‘quota woman’.
This is often related back to (unconscious) beliefs and fears.
While the enhancement of skills and competences require practical measures at the level of teaching and learning methods and of career guidance, these objectives should also be connected to the general awareness-raising programme on LLGEC.
3.14.
One specific aspect to be addressed is the gender bias in healthcare, due to a lack of research, male-centric education, misdiagnosis and undertreatment.
Ignorance of sex- and gender-based differences across medical disciplines easily leads to incorrect diagnosis or medication, because female symptoms differ from male symptoms, or because drug dosages are based on clinical trials which are mainly conducted on men.
There is also a lack of research on female-specific conditions, such as endometriosis and menopause, and of gender-disaggregated data in research making it difficult to understand the mechanisms behind health issues and hampering attempts to find an appropriate response to e.g. a higher risk of females developing long COVID.
(12) (13) (14)
World Economic Forum Annual Meeting, 2020. Ibid.
The impostor phenomenon e.g., in which one is affected by self-doubt regarding own abilities and capabilities, can hinder applying for leadership- or exposed positions.
Especially very reflective people, who tend to withdraw under stressful circumstances, have difficulties in dealing with people who project strong self-confidence.