Why institutional policies promoting equal participation of women and girls in science are essential: discussion at YSU

According to the Minister of Education, Science, Culture, and Sports of the Republic of Armenia, Zhanna Andreasyan, funding for science has increased by approximately 180 percent compared to 2018. Women currently account for 53.6 percent of the 3,761 researchers receiving baseline funding — a figure approximately 1.7 times higher than the global average. 

From supportive policies to a change in mindset

To enhance the participation of women and girls in science, clear and actionable policies are essential; however, without a corresponding shift in societal mindsets, such policies cannot achieve their full potential. Zhanna Andreasyan highlighted this point in response to a question from the panel moderator, Lusine Kharatyan, Director of the YSU Continuous Education Center, regarding the influence of social environments and entrenched gender stereotypes.

"Undoubtedly, there is a necessity for supportive policies. Such policies facilitate the increased involvement of women and girls in scientific domains. In the absence of these policies—or if they fail to be effectively implemented—I am confident that the statistical outcomes we observe today would not exist, and the situation would be even worse. This is because we are not yet in conditions where the existing environment inherently encourages women to pursue a scientific career," the minister noted, emphasizing that the broader environment does not sufficiently support women, particularly in mathematical and technical sciences.

Pointing out that stereotypes formed during school years often subtly demotivate girls, she observed, "Even unintentionally, girls are sometimes discouraged from pursuing certain types of activities… How often do we hear in schools that boys excel more in mathematics, and how many girls are thereby demotivated?" 

She further highlighted another statistical trend: female researchers are predominantly concentrated in biology and chemistry, whereas their representation in mathematical sciences remains low. According to her, this is not coincidental but reflects a systemic issue.  

Disproportionate burdens and structural barriers for women

Another critical factor underscored by the minister is the disproportionate allocation of familial and domestic responsibilities to women. Data indicates that women spend approximately five times more hours on household obligations than men, which, in turn, constrains their professional competitiveness, especially in scientific disciplines where working hours are often unregulated and require additional dedication. She stressed that the state must analyze existing challenges and establish mechanisms—also with the support of partners—to ensure that women's competitiveness in science continuously evolves in alignment with current developments.

Heghine Gevorgyan, a researcher at the YSU Research Institute of Biology and one of the panel speakers, added that the adoption of policies will only yield tangible results if societal and educational mindsets change, starting from teachers and early childhood educators and extending to the family unit."

"It is all well and good to speak of policy—to organize, describe, and draft everything on paper—but substantial results depend on a change in mindset," she emphasized, noting that existing social environments shape primary difficulties, and unless that foundation changes, even current policies will fail to reach their full effectiveness.

Experiences and proposals discussed

Naira Ayvazyan, Director of the L. A. Orbeli Institute of Physiology at the National Academy of Sciences of Armenia, addressed the practical dimension of the issue, stressing that increasing women's participation in science is not solely a matter of motivation or special incentive policies. 

"The challenge is not to motivate young women to become scientists; that spark exists in many. The difficulties emerge at a later stage of their careers when a young mother also has a family, and this is precisely where obstacles arise," she stated.

According to Naira Ayvazyan, at this stage, the issue extends beyond educational policy; institutions addressing social concerns play a substantial role. She highlighted the importance of supportive mechanisms, citing the example of preschool operating hours. For researchers with young children, this often presents a significant challenge, as public preschools generally operate until 6:00 p.m., and alternative solutions entail additional financial burdens. She emphasized that such matters must be addressed systemically to enhance women's position in science. 

International expertise, observations, and comparisons 

Suzanna Shamakhyan, Director of the Foundation for Armenian Science and Technology (FAST) and a panel speaker, contextualized the issue internationally, asserting that Armenia's situation should not be evaluated in isolation. In comparison with other countries, Armenia's statistical indicators are not unfavorable.

According to S. Shamakhyan, Armenia ranks reasonably well both in terms of girls pursuing STEM education and the number of active female scientists.

"If we look at the issue only in terms of statistics, we are in quite a favorable position — we could congratulate one another and go home," she remarked. However, in her view, the problem arises when the focus shifts from the numbers to substantive outcomes. 

She noted that the barriers in science often reflect the structural features of society at large. The work environment is historically modeled around men, with a '9-to-6' factory logic that persists through inertia. At the same time, she highlighted certain advantages in Armenia, such as social protection mechanisms that allow women to retain employment during maternity—a provision that is inaccessible to young female researchers in many countries.

S. Shamakhyan emphasized that the primary objective is to establish an environment in which both women and men have realistic opportunities to advance their careers. She added that, although interest and ideas are often present, significant gaps remain in progressing to subsequent career stages, and systemic support along this path remains insufficient. 

The role of the school environment

Anahit Simonyan, Policy Advisor for the Feminism in Action for Structural Transformation (FAST) program under GIZ, and the panel moderator, questioned participants regarding new standards in general education and their methodological and value-based components. She inquired about measures ensuring that teaching approaches and school environments are gender-sensitive and facilitate the dismantling of obstructive stereotypes.

Minister Zhanna Andreasyan responded that the process will take time, as schools are not isolated from society and the issue requires consistent efforts.

"Schools do not exist in a 'vacuum'; they are part of our society. The teachers entering classrooms are also members of the broader social environment, and it is unrealistic to expect entirely different behavior from them without systemic societal change," she remarked, adding that the social conduct of educators must also be perceived within the context of pedagogical activity. 

According to the minister, the state is implementing various programs, including teacher training, curriculum revision and monitoring, yet the anticipated transformation will only occur if societal attitudes toward schools and education evolve in parallel.

During the discussion, participants also addressed a range of issues related to the participation of women and girls in science—from fostering scientific interest among girls at school age to labor rights and legal frameworks.

Nurturing scientific interest from school

In response to the moderator's question whether there are special approaches to nurturing interest in science from an early school age, the minister shared an initiative she had recently launched to advance that objective. 

"I recently proposed that our students visit research institutes together to explore ongoing projects, meet scientists, and understand their work. Student interest has been significant, and each institute is willing to host them, providing explanations and demonstrations. This is a small step, yet it already makes an impact. Imagine the opportunities that can emerge through broader programs," she noted, emphasizing that similar initiatives have already achieved success, including on an international scale.

"Thus, we can be confident that properly organized, innovative approaches can yield effective solutions," the minister concluded.

The discussion was held within the framework of the event "Women in Science: Equal Rights, Equal Opportunities", organized on the occasion of the International Day of Women and Girls in Science. The event was organized by Yerevan State University with financial support from the Government of Germany and carried out within the framework of the Feminism in Action for Structural Transformation (FAST) and Women's Empowerment for Wellbeing (WoW) programs, implemented by the German Agency for International Cooperation (GIZ).