Diversity-focused equality in the MINT sector

On the occasion of International Women's* Day, we want to take a look at the gender inequalities that still exist in science, using the example of wood and forestry at BOKU University. Despite growing efforts towards gender equality, women remain underrepresented in STEM subjects (science, technology, engineering and mathematics). While the proportion of women at BOKU is around 50% overall, the proportion of women among students in the subjects of forestry, wood and natural fiber technology, forest sciences and wood technology and management is only around 27% as of 2025 - among employees it is around 28%. The gender gap in this area is not just a reflection of individual career decisions, but the result of deeply rooted structural barriers, stereotypes and discriminatory selection mechanisms (Haager & Hudelist, 2023, p. 2). The so-called “leaky pipeline” describes a phenomenon in which women are systematically pushed out of the scientific and management sector at various stages of the career ladder. 

Lack of diversity 

Especially in STEM subjects, the proportion of women* is extremely low. As BOKU is home to a number of scientific and technical disciplines, this is also reflected here. The forestry and timber industry in Austria is still heavily male-dominated, which is why four degree programmes and four organizational units in this discipline are examined in more detail below. 

The Master's degree course in Wood Technology and Management has the lowest proportion of women at 15%. There is also a clear gender imbalance in the Bachelor's degree course in Wood and Natural Fiber Technology. There are 120 students enrolled here, 26 of whom are female, i.e. around 22%. The percentage of women on the Master's degree programme in Forest Sciences is slightly lower still: out of 148 students, 27 are women, or around 18%. The Bachelor's degree course in Forestry is the largest with 523 students, 166 are female, which corresponds to around 32%.

Women make up 25% of the staff in the Agricultural and Forestry Economics organizational unit. At Forest Entomology, Forest Pathology and Forest Protection it is around 38 %. Forest economics is staffed entirely by men, while 18% of employees at the Institute of Forest Technology are women. 

Why is there inequality in STEM subjects?

Gender stereotypes and social expectations

Gender-specific prejudices influence girls' choice of studies early on in the education system. An OECD study shows that girls' self-confidence in mathematical and technical subjects is affected by stereotypical attributions (OECD, 2015, p. 14). As a result, they are less likely to choose STEM subjects, which has a long-term impact on their careers (Leichsenring, 2017, p. 241).

Similarity principle and tokenism

A bias is often evident in selection processes for management positions: men tend to favor other men, especially if they are already in dominant positions (Haager & Hudelist, 2023, p. 2). Women* who make it into high positions are often perceived as “tokens” - as representatives of their entire gender rather than as individuals (Trenkmann, 2017, pp. 23-24; Rixom, Jackson & Rixom, 2023, pp. 181-182). This dynamic puts them under particular pressure to perform and makes access to networks more difficult.

The glass ceiling and structural barriers

Although women often have equivalent or even better qualifications, they encounter invisible obstacles in male-dominated industries that make it difficult for them to advance to higher management levels (Leichsenring, 2017, p. 231). The “glass ceiling” describes these structural barriers that arise due to unequal promotion opportunities and unconscious bias (Lafuente & Vaillant, 2019, pp. 886-887).

Intersectional challenges

Not only gender, but also factors such as ethnicity and social, educational or economic background influence career opportunities (Schreiber, 2020, p. 100). Equality must therefore be thought of in intersectional terms and continuously address the changing challenges (Butler, 2004, p. 174).

Targeted promotion of diversity: What career mentoring can contribute

Women's forestry mentoring was launched at BOKU to promote gender equality. Among other things, it aims to make it easier for women to enter the forestry and timber industry and strengthen their position in the industry in the long term.  Between 2024 and 2026, 15-20 participants will be supported by experienced mentors over a period of 12 months.

The participants will gain practical insights into the professional fields of the forestry and timber industry. The program provides access to important networks and decision-makers. In addition to technical content, the program also addresses challenges that women* face in male-dominated industries. The aim of the program is to provide guidance and support in networking and to reduce career dropouts. 

Despite having the same qualifications, women* still have fewer career and earning opportunities than men (Leichsenring, 2017, p. 231). As early as 1929, Virginia Woolf addressed the low presence of women* in certain professions in her essay “A Room to Herself”. She attributes the advantage of men to social structures and describes it with the words: “Men whose only recognizable qualification is that they are not women” (Woolf 2019, p. 38).

To counteract these structural inequalities, mentoring programs in STEM subjects can play a decisive role in the strategic career planning of women*. They increase visibility, boost self-confidence and contribute to job satisfaction in the long term. The performance agreement for 2025-2027 therefore includes plans to develop a diversity-oriented career mentoring program for all STEM subjects at BOKU.

On March 7, the mentoring program for women in the forestry and timber industry will enter its second round. Vice-Rector Doris Damjanovic (Teaching, Continuing Education and Students) and Section Head Elfriede Moser will open the event with introductory words.

How to promote diversity-focused equality at BOKU

In order to promote diversity in wood and forestry science, further targeted steps are required in addition to career mentoring as a central measure to promote equality in the long term:

  • Gender-equitable recruiting processes - for example, transparent selection procedures can prevent unconscious discrimination and disadvantages (Haager & Hudelist, 2023, p. 55).
  • Flexible working models, such as job sharing and teleworking, enable a better balance between family and career (Haager & Hudelist, 2023, p. 55).
  • Compliance with quota regulations and anti-discrimination laws help to break down structural barriers (Haager & Hudelist, 2023, p. 55). In its catalog of measures, BOKU explicitly describes compliance with the EU's Pay Transparency Directive, which is to be implemented by 2026 and stands for wage adjustment and equal pay.
  • The university also pays attention to continuous evaluation. Monitoring is carried out using suitable indicators to record gender and diversity factors in order to observe developments and to derive and implement appropriate measures.
  • Networks at BOKU promote equality by providing platforms for the exchange of knowledge and resources and creating role models. They help to raise awareness of diversity and inclusion and support the professional development of all members.
  • The BOKU Diversity Award recognizes outstanding achievements in diversity research.
  • Training and events at BOKU in the area of intercultural skills and equality raise awareness of diversity and inclusion, promote understanding and strengthen commitment to a fairer environment. One example of this is the Awareness Days with many exciting panel discussions and workshops.

A clear signal for International Women's Day: diversity strengthens science

The social and political conditions for women* and men are not the same. Equality must therefore be understood in terms of the specific challenges faced by women* (Butler, 2004, p. 174). The glass ceiling in STEM subjects, such as wood and forestry, can be broken - but only with clear measures. More diversity means more innovation, better decisions and more sustainable solutions. 

On the occasion of International Women's Day, we are setting an example for equality in science.

#IWD2025 #Forestmentoring #Diversity #MINT #BOKU #Equality #WomenInScience #Innovation #GenderEquality

Sources

Butler, J. (2004). Undoing gender. New York ; London: Routledge.

Haager, T. & Hudelist, S. (2023). Frauen.Management.Report.2023 Etappensieg EU-Richtlinie. Kammer für Arbeiter und Angestellte für Wien Abteilung Betriebswirtschaft. Zugriff am 12.9.2023. Verfügbar unter: https://emedien.arbeiterkammer.at/viewer/image/AC16789040/21/LOG_0017/ 

Leichsenring, H. (2017). Inwiefern ist Geschlecht ein studienrelevantes Diversitätsmerkmal? In A. Wroblewski, U. Kelle & F. Reith (Hrsg.), Gleichstellung messbar machen (S. 231–247). Wiesbaden: Springer Fachmedien Wiesbaden, s. https://doi.org/10.1007/978-3-658-13237-8

OECD. (2015). The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence (PISA). OECD, s. https://doi.org/10.1787/9789264229945-en

Schreiber, S. (2020). Diversitätsorientierte Personalauswahl: Eine rekonstruktive Studie zur Personalauswahl von Schulleitungen an der schweizerischen Volksschule unter der Perspektive von Diversität (1. Auflage). Budrich Academic Press, s. https://doi.org/10.2307/j.ctv1bvndrd

Woolf, V. (2019). Ein Zimmer für sich allein. (A.R. Strubel, Übers.). Zürich: Gatsby.