SDG#5
Female career advancement and leadership prospects are severely
constrained in male-dominated and gender-segregated industries like
the extractive one. Collaboration between many stakeholders, including
corporations, governments, higher education institutions, and civil
society organizations, is essential for success
David, C., Albert, J., & Vizmanos, J. (2019, January 7). Sustainable Development Goal 5: How
Does the Philippines Fare on Gender Equality? Philippine Institute for Development Studies.
Retrieved October 4, 2022, from https://www.pids.gov.ph/publication/research-paperseries/sustainable-development-goal-5-how-does-the-philippines-fare-on-gender-equality
With limited information on the gendered effects of such measures, urban
adaptation literature frequently places an excessive amount of emphasis
on women's unique sensitivity to climate threats. Early warning systems
and raising public knowledge of risks through messaging had contradictory
results, depending on how they were implemented and the sociocultural
setting.
Examining the outcomes of urban adaptation interventions on gender equality using SDG 5.
(n.d.). Retrieved October 4, 2022, from
https://www.tandfonline.com/doi/ref/10.1080/17565529.2021.1939643?scroll=top
Awareness on sdg 5 of female
Understanding these socially constructed distinctions between women and men that frequently
result in unfairness is a prerequisite for gender sensitivity. The majority of female students were
somewhat happy with the measures in place on campus to ensure gender equality and
sensibilization.
Deepika, V., Poonam, S., & Jyoti, S. (2016, February 24). Assessment of Awareness, Satisfaction
and Expectations of Female students regarding Gender Equality and Sensitization measures on
campus. IndianJournals.com. Retrieved October 4, 2022, from
https://www.indianjournals.com/ijor.aspx?target=ijor:ijpss&volume=5&issue=10&article=033#a
ff003.
Moroccan colleges are key locations for removing or lessening the longstanding gender inequality that still exists in Moroccan society today. By
gathering information on the viewpoint of university teaching staff, this
study seeks to elevate the standing of Moroccan female university
professors. While some individuals reported overt gender disparities,
others claimed ignorance of the issue.
Llorent-Bedmar, V., Llorent-Vaquero, M., & Navarro-Granados, M. (2017b, September).
Towards gender equality in Moroccan universities: Female university teachers
from a gender perspective. Women’s Studies International Forum, 64, 34–40.
https://doi.org/10.1016/j.wsif.2017.09.002
Objective 1
In the majority of science, technology, engineering, and math (STEM) professions, there are
structural gender imbalances. Women frequently underrate their abilities in comparison to males
in fields that have historically been considered to be masculine, such as STEM. Women's
performance and persistence in these fields can suffer from gender-biased self-evaluations.
Woodcock, A., & Bairaktarova, D. (2015). GENDER-BIASED SELF-EVALUATIONS
OF FIRST-YEAR ENGINEERING STUDENTS. Journal of Women and
Minorities in Science and Engineering, 21(3), 255–269.
https://doi.org/10.1615/jwomenminorscieneng.2015013125
In the fields of technology, engineering, and physical sciences, there is
still a sizable gender disparity. More and more research is showing that
businesses with diverse workforces are more inventive and creative. In
order to address the gender gap, the research examines our own ideas
about implicit bias and trust.
Women in engineering: Addressing the gender gap, exploring trust and our unconscious
bias. (2018, April 1). IEEE Conference Publication | IEEE Xplore. Retrieved
October 4, 2022, from https://ieeexplore.ieee.org/document/8363497/
Objective 2