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1 | HOUSE RESOLUTION
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2 | WHEREAS, The idea for an International Day of Women and | ||||||
3 | Girls in Science was generated during the 2015 Inaugural | ||||||
4 | High-Level World Women's Health and Development Forum | ||||||
5 | organized by the Royal Academy of Science International Trust | ||||||
6 | (RASIT) and the United Nations Department of Economic and | ||||||
7 | Social Affairs (DES); and
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8 | WHEREAS, This Forum was held at the United Nations | ||||||
9 | Headquarters, with the participation of government Ministers | ||||||
10 | and representatives, UNESCO, UN-Women, WHO, UNRWA, UNICEF, | ||||||
11 | UNFPA, the Every Woman Every Child Initiative, and others; most | ||||||
12 | of the distinguished guests and speakers at the Inaugural | ||||||
13 | Forum, whether at ministerial,
intergovernmental, diplomatic, | ||||||
14 | academic or professional levels, were women in science; and
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15 | WHEREAS, Despite progress in ensuring opportunities for | ||||||
16 | women in science, technology, engineering, and mathematics | ||||||
17 | (STEM) fields, women and girls continue to be systematically | ||||||
18 | underrepresented as users and leaders in these areas; in order | ||||||
19 | to achieve sustainable
development goals, we need to ensure | ||||||
20 | full and equal access to and participation in science for women | ||||||
21 | and girls; and
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22 | WHEREAS, Recent studies suggest that 65 percent of children |
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1 | entering primary school today will have jobs that do not yet | ||||||
2 | exist; while more girls are attending school than before, girls | ||||||
3 | are significantly under-represented in STEM subjects in many | ||||||
4 | settings, and they appear to lose
interest in STEM subjects as | ||||||
5 | they reach adolescence; and
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6 | WHEREAS, Debunking the myths that girls do not like the | ||||||
7 | sciences and other gender
stereotypes, along with investment in | ||||||
8 | teacher trainings, gender-responsive technology, and
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9 | innovation, can reverse these trends; and
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10 | WHEREAS, Less than 30 percent of researchers worldwide are | ||||||
11 | women; with too few women in decision making roles and | ||||||
12 | higher-paying STEM jobs, the gender gap in STEM has deep
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13 | implications for the future of global economy; women stand to | ||||||
14 | gain only one
new STEM job for every 20 lost, in stark contrast | ||||||
15 | to men, who gain one new STEM job for every four lost; and
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16 | WHEREAS, Women still have less than two-thirds of the | ||||||
17 | economic opportunity that men have;
the jobs of the future will | ||||||
18 | be driven by technology and innovation, and if the gender | ||||||
19 | divide in Science Technology Engineering and Mathematics | ||||||
20 | (STEM) is not bridged soon, the overall
gender gap is likely to | ||||||
21 | widen; and
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22 | WHEREAS, Improved recruitment, retention, and promotion |
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1 | policies, as well as continuous
learning and skills development | ||||||
2 | for women, can go a long way towards closing this gap; | ||||||
3 | therefore, be it
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4 | RESOLVED, BY THE HOUSE OF REPRESENTATIVES OF THE ONE | ||||||
5 | HUNDRED FIRST GENERAL ASSEMBLY OF THE STATE OF ILLINOIS, that | ||||||
6 | we declare February 11, 2020 as Women and Girls in Science Day.
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