The attention attached to gender equality today is a priority. It is addressed in the fifth Sustainable Development Goal, stating that "Gender equality is not only a fundamental human right but a necessary foundation for a peaceful, prosperous and sustainable world" (Sustainable Development Goals, 2020). Moreover, women in research have multiple opportunities to "change and improve systems" (The Global Research Council, 2016). 

In a publication of the UNESCO Institute for Statistics (UIS), we find that "Despite the growing demand for cross-nationally-comparable statistics on women in science, national data and their use in policymaking often remain limited (UNESCO, 2019). A recent UIS study presented data of the participation of female researchers in Europe that demonstrate that the percentage of female researchers varies between 25% (the Netherlands) and 52.3% (Northern Macedonia); according to the data, Ukraine is in the middle position with 44,7% of female participation (UNESCO, 2019). Nevertheless, gender imbalance in STEM-related disciplines remains the problem to be urgently addressed.

In Ukraine, there has not been much research focusing on gathering specific evidence for designing and implementing some gender balancing university policies. Furthermore, the literature review demonstrates that in Ukraine, there has been little project-based research of the current gender-related situation in Academia. Moreover, there have not been any evidence-based strategies for promoting gender balance, especially in the STEM-related academic field.

The presentation is part of the research project "when Science is a Woman" conducted by Adam Mickiewicz University in Poznan and the Ukrainian Educational Research Association in 2020 – 2021. The project aimed to investigate the factors determining the low percentage of professional advancement for women in science. Ukrainian Educational Research Association is the organization that researched Yuriy Fedkovych Chernivtsi National University. 

In the project "When Science is a Woman," the team applied the idea of symbolic violence to the research into the STEM-related academic careers of men and women. The study concerned horizontal relations (when men and women have equivalent research titles and academic or leadership positions) and vertical relations (observable hierarchy dependence/domination).

In formulating the research questions, the authors merged the ideas of symbolic violence and the multi-level approach with designing recommendations to introduce change at Yuriy Fedkovych Chernivtsi National University.     

The research questions were:  

• What are the practices of imposing meaning and symbols at the individual and relationship level?
• What are the practices of imposing meaning and symbols at the level of the University and professional community?
• What should be done at each level to reduce the gender inequalities

It was mixed-method research that involved using three methods: • Statistical analysis; • Quantitative research in the form of a survey; • Qualitative research in the form of in-depth interviews. The statistical analysis helped collect and catalogue data on the professional advancement of male and female academics at Yuriy Fedkovych National University by three fields (Mathematics, Physics, and Computer Science) over the last ten years. The data covered the attainment of successive degrees (PhD, Doctor of Sciences, Professor) and positions held (Head of the Institute, Dean, Vice-Rector, Rector). For performing the task, the authors collected data on gender distribution at two departments of Yuriy Fedkovych Chernivtsi National University, namely Institute of Physical, Technical and Computer Sciences and Faculty of Mathematics and Informatics. For the survey, the authors used the tool designed within GEAM ACT (Gender Equality Audit and Monitoring) Project; however, they adjusted the questionnaire to the peculiarities of the participating Polish and Ukrainian Universities. It contained 82 questions, close and open-ended. In Chernivtsi National University, the survey was conducted between 17.03.- 31.03.2021. The authors sent the questionnaire to academic staff (Assistant/didactic teachers, Lecturers, Senior lecturers, Assistant professors, Professors) from the Institute of Physics, Technical and Computer Sciences and Faculty of Mathematics and Informatics. The data have been taken into account only if the respondent answered at least 3 sections. The project team conducted eight interviews with the sample that reflected the respondents’ population; the respondents included academic leadership representatives as well as representatives of all academic positions. The respondents' age and experience were also taken into account. Male and female academics participated in the interviews.

The preliminary analysis shows an apparent discrepancy between the respondents’ attitudes towards (in)equality in their workplace and the data retrieved from their answers to some survey questions. The vast majority of the respondents (both in the survey and in-depth interviews) state there are no manifestations of gender inequality in their departments and the University on the whole; however, the questions of allocation of support highlight some points which might serve as markers of gender inequality. Thus, 45 % of the respondents state that senior positions are often or mainly allocated to men. In addition, more than 10 % point out that men are often or mainly given preferences in recruitment and selection of new staff (14 %), mentoring and other guidance (16 %), attractive or desirable tasks or roles (12 %), while women often and mainly get responsibilities related to student care (37 %). The same tendency remains when it comes to supervision responsibilities (18 %), support in grant preparation and writing, authorship opportunities (12 %), specific counselling (12 %), work with PhD and Masters students (14 %), and awards and recognition of excellence (12 %). From the Life-work Balance Section data, we conclude that female academics rarely use opportunities that might help them establish a work-life balance. In some cases, the reason is that they are not aware of them. However, in some cases, females are aware that they exist but never use them. The only opportunity female academics do not ignore is maternity leave. The authors are in the process of designing recommendations for Chernivtsi National University yet.

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