The aim of this research is to analyse what gender-focused training is offered in Spanish public universities within the framework of doctoral studies, given the importance of this approach for the development of a quality, equitable and inclusive science that promotes sustainability (European Commission, 2020; UNCTAD, 2011).

In Spain, those who enter a doctoral programme receive a period of training provided by their doctoral schools (unique to each university) which forms part of their research training. There are two types of training: (1) specific to the field of each doctoral programme and (2) transversal, i.e. the same for all doctoral students at the same university (Real Decreto 99/2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado).

This study analyses the extent to which research with a gender focus is present as a transversal training proposal in doctoral studies for all researchers, regardless of their field of specialisation. This training is essential for those who are embarking on a research career, given the biases that exist in the fields of science, technology and innovation. 

A gender-focused analysis of science and technology fields in Europe reveals a discriminatory situation which is reflected in the existence of horizontal and vertical segregation. Horizontal segregation illustrates the existence of highly feminised (e.g. life sciences) and masculinised (e.g. engineering) areas of knowledge. Vertical segregation reflects the low presence of women in positions of scientific and technological power, leadership and management (Unidad de Mujeres y Ciencia, 2010). 

Since the European Commission made equality in research and innovation a priority in 2012, statistics have shown that progress in this area has been slow and was limited by the Covid-19 pandemic. The data illustrate that this equality must continue to be supported by different laws, programmes and bodies at national and European level (European Commission, Directorate-General for Research and Innovation, 2021).

In the Spanish university context, the equality units of each university (created under the Organic Law for the effective equality of women and men, 2007) are responsible for ensuring equality. To this end, they have undertaken several actions including proposing diagnostic studies on the situation of men and women in each of these institutions, preparing equality plans and developing or translating relevant studies on gender bias in research, as well as promoting good practices to address these biases (RUIGEU, 2022).

The Law on Science, Technology and Innovation (2011, later amended in 2022) establishes the gender perspective as a transversal category in scientific and technical research and innovation. It also proposes different mechanisms to guarantee effective equality between men and women in all these fields.

European science, technology and innovation policies are supported by a legal framework that allows universities and research organisations to develop work that addresses these biases. This is necessary if we consider scientific evidence on gender biases at two levels: (1) structural, as shown by the data on access and promotion in the scientific careers of men and women (Delgado, 2014; European Commission, Directorate-General for Research and Innovation, 2021; Massó, Golías and Nogueira, 2022) and (2) epistemological, as reflected by the biases in the object and method of research in different disciplines (European Communities, 2009; European Commission, 2013 and 2020; Korsvik and Rustad, 2018; Ruiz Cantero, 2019). These two levels are highly interrelated (González Ramos, 2018).

This research is based on three pillars: (1) the rich legacy of feminist and gender studies, which have identified biases in the object and method of research in very different fields of knowledge (Hesse-Biber, 2012), (2) European Commission priorities on the creation of a European Research Area that promotes gender-focused, inclusive and quality research, as well as the presence and consolidation of women in the fields of science, technology and innovation (European Institute for Gender Equality, 2022) and (3) Spanish science policy which, in line with the European framework, has developed a legal framework to make equality between men and women effective in all areas, including research, technology and innovation (Unidad de Igualdad Ministerio de Ciencia, Innovación y Universidades, 2019). It analyses gender and feminist training in doctoral studies during the 2021-2022 academic year in Spanish public universities. The focus has been placed on this perspective as it is central to achieving the competences that doctoral students need, such as the ability to design and implement a substantial research process or the ability to contribute to expanding the frontiers of knowledge through original research (Real Decreto, 99/2011). Content analysis (Elo and Kyngäs, 2008) was applied to the training offered by the doctoral schools which is reflected on the website of each university (n=51). The number of training programmes analysed corresponds to 50 Spanish public universities and the G9 (group of 9 Spanish single-province universities) which also offer transversal training for doctoral students from the 9 universities in the consortium (Cantabria, Castilla-La Mancha, Extremadura, Balearic Islands, La Rioja, Oviedo, Basque Country, Public University of Navarra and Zaragoza) through their shared digital campus. The research questions are: • What kind of training in gender and/or feminist research is being delivered to doctoral students in Spanish universities? • Can such training be considered sufficient? • What significant gaps have been identified in this training? This study has been carried out within the framework of the R+D+i project entitled Researching new socio-educational scenarios for the construction of global citizenship in the 21st century (Reference PID2020-114478RB-C21), financed by the State Research Agency in its call for research proposals focused on societal challenges.

From the total number of training courses analysed (n=51), training with a gender and/or feminist research focus was found in 26 cases. This type of training is offered in one of the following formats: - The gender perspective appears as a specific and reduced content within a more general course dealing with issues such as ethics in research (n=2). -A course on this subject, but only for some doctoral programmes and fields of knowledge. It is specific training that is not offered to all doctoral students (n=3). -Training with a gender focus in research as a transversal course (n=13). Courses vary in length and content. - A doctoral programme on gender and feminist research (n=13). -A complete doctorate and a transversal training course (n=4) with a gender and/or feminist focus in research. In 7 cases there is no information on transversal training on the the doctoral school’s website and in 18 cases no training with a gender and/or feminist focus in research is offered to doctoral students. The data show that the gender focus and feminist research are not training perspectives within the reach of all future Spanish researchers. Therefore, it is important to continue working to expand this provision, both in terms of the number of courses and their content. This would enrich future research with a renewed perspective offered by studies on women and gender and allow a more inclusive, diverse and equitable science to be achieved (Biglia and Vergés-Bosch, 2016). This is especially urgent in fields of knowledge such as Health Sciences, given the negative consequences of gender-blind scientific research for women’s health (Ruiz Cantero, 2019).

Biglia, B. and Vergés-Bosch, N. (2016). Cuestionando la perspectiva de género en la investigación. Revista d´Innovació i Recerca en Educació, 9 (2), 12-29. Delgado, L. M. (2014). La promoción de la igualdad de género en la ciencia española. Investigaciones feministas, 5, 232-258. http://dx.doi.org/10.5209/rev_INFE.2014.v5.47761 Elo, S. and Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x European Communities (2009). Gender in research - Toolkit and Training - Gender in research as a mark of excellence on behalf of the Directorate-General for Research. Bruselas. https://op.europa.eu/en/publication-detail/-/publication/c17a4eba-49ab-40f1-bb7b-bb6faaf8dec8 European Commission (2013). Gendered Innovation. How Gender analysis contributes to research. Report of the Expert Group “Innovation through Gender”. Paris. https://op.europa.eu/en/publication-detail/-/publication/d15a85d6-cd2d-4fbc-b998-42e53a73a449 European Commission (2020). Gendered Innovation II. How Gender analysis contributes to research. H2020 Expert Group to update and expand “Gendered Innovations/ Innovation through Gender” . Paris. http://genderedinnovations.stanford.edu/GI%202%20How%20Inclusive%20Analysis%20Contributes%20to%20R&I.pdf European Commission, Directorate-General for Research and Innovation (2021). She figures 2021. Gender in research and innovation: statistics and indicators. Publications Office. https://data.europa.eu/doi/10.2777/06090 European Institute for Gender Equality (2022). Gender equality in academia and research : GEAR tool step-by-step guide, Publications Office of the European Union. https://data.europa.eu/doi/10.2839/354799 González Ramos, A. M. (dir.) (2018). Mujeres en la ciencia contemporánea. La aguja y el camello. Barcelona, Icaria. Hesse-Biber, S. N. (Ed.) (2012). The Hadbook of Feminist Research. Boston, Sage. Korsvik, T. R. and Rustad, L. M. (2018). What is the gender dimension in research? Case studies in interdisciplinary research. Kilden. https://kjonnsforskning.no/sites/default/files/what_is_the_gender_dimension_roggkorsvik_kilden_genderresearch.no_.pdf Massó, M. Golías, M. and Nogueira, J. (2022). Brecha salarial de género en las universidades públicas españolas. Informe final. Universidad de la Coruña-ANECA -CRUE. https://www.crue.org/wp-content/uploads/2022/03/INFORME_BRECHA_SALARIAL.pdf Real Decreto 99/2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado. RUIGEU-Red Universitaria de Unidades de Igualdad de Género (2022). Las políticas de igualdad universitarias. https://www.uv.es/ruigeu2/EncuestaRUIGEU22.pdf Ruiz Cantero, M. T. (Coord.) (2019). Perspectiva de género en medicina. Barcelona, Fundación Dr. Antoni Esteve. https://www.esteve.org/libros/perspectiva-de-genero-en-medicina/ Unidad de Mujeres y Ciencia, 2010. Libro blanco. Situación de las mujeres en la ciencia española. Ministerio de Ciencia e Innovación. Madrid. Unidad de Igualdad del Ministerio de Ciencia, Innovación y Universidades (2019). Presencia de mujeres en el personal de la universidad y en la I+D+i. https://www.ciencia.gob.es/InfoGeneralPortal/documento/f97aa94d-9c13-4c5e-b47a-a8ae1e8280f2 UNCTAD-United Nations conference on trade and development (2011). Applying a Gender Lens to Science, Technology and Innovation. UN, New York and Geneva. https://unctad.org/system/files/official-document/dtlstict2011d5_en.pdf