1. Promoting new competencies through gender mainstreaming: the example of life sciences and health research Ineke Klinge Genderstudies in health and health care University of Maastricht

2. Introduction Life sciences; health sciences To boost gender equality in research Formula: GE = WP and GD

3. Previous research Gender Impact Assessment of FP5 research programme for the life sciences (QoL) Gendered biological, biomedical knowledge Gaps, dubious treatment, inadequate care Challenge of theoretical framework of discipline

4. Gender Impact Assessment of QoL Evaluation of the gender dimension For life sciences research: both sex (referring to the biological) and gender (referring to the socio-cultural) are relevant

5. Methodology Gender Impact Study Literature resource to evaluate programme Assessment protocol to evaluate projects Main findings on participation of women Main findings on gender dimension of research

6. Results Klinge, I., & Bosch, M. (2001). Gender in Research. Gender Impact Assessment of the specific programmes of the Fifth Framework Programme. Quality of Life and Management of Living Resources (EUR 20017). Brussels: European Commission. Klinge, I. (2002). Women, gender and the life sciences: research for and about women (pp 74-78). In : Gender & Research, Conference Proceedings. Luxembourg: Office for Official Publications of the European Communities. ISBN: 92-894-3743 available at rtd-sciencesociety@cec.eu.int rtd-sciencesociety@cec.eu.int

7. Implementation of recommendations in FP6 Adoption sex/gender concepts and terminology Elaboration of our assessment protocol, translation to Guide for Proposers, inclusion of examples Address of sex /gender aspects included as quality criterion Training for evaluators

8. Engendering Research I GE= WP and GD GD: 1) address needs of men and women and 2) enhanced understanding of gender issues (i.e. gender studies) Elaboration in Priority 1: two important footnotes

9. Priority 1 footnotes 1- Causes, clinical manifestation, consequences and treatment of diseases and disorders often differ between women, men and children. Therefore all activities (funded within this priority) must take the possibility of such differences into account in their research protocols, methodology and analysis of results 2- Because of the inconsistent and often confusing use of the terms sex and gender, their use should be clarified: sex refers to differences attributed to biological origins, gender refers to social influences that lead to differences. Males and females differ not only in their basic biology but also in ways the interact with and are treated by society.

10. Priority 1& 5 topics Priority1) Life sciences, genomics and biotechnology for health sex and gender differences are relevant in health research for combating diseases, in fundamental research on genomics and in its applications for health Priority 5): Food quality and safety sex and gender differences are relevant in the impact on health of food products such as those containing genetically modified organisms sex and gender differences are relevant in the epidemiology of food-related diseases and allergies.

11. Engendering Research II Gender/sex issues should be considered in: the formulation of research hypotheses, in the development of research protocols, choice of research methodologies and in the analysis of results  biological, pre-clinical and epidemiological, behavioural research/studies on both human and animal subjects  the use of cells, tissues and other specimen, where appropriate  the choice for a particular study population that should be thoroughly justified and the sex of the participants described in full.

12. Examples of gender mainstreaming in FP6 projects Partner in IP on depression Invited as expert in NoE’s and IP’s designed by others (Nutrigenomics, Safefoods, Genepinet) Commission Network

13. Fostering gender competencies I Higher education University of Maastricht Trajectory genderstudies health sciences BAMA curriculum Masters (Utrecht University) PhD training (Dutch research school of women’s studies NOV)

14. Fostering gender competencies II Support for gender studies as important gender mainstreaming tool Needed: European Master Gender Studies for life sciences and health research AIOFFE, WISE