Despite being the majority in universities, women have less participation in science, mathematics, engineering and technology careers
A report prepared by the INTEC Gender Studies Center reveals that in Information and Communication Technology professions, only 18% of enrollment corresponds to women
SANTO DOMINGO. - Although the female enrollment in the Dominican universities reaches more than 60% of enrolled students, barriers still persist such as unequal access a certain races, mainly those linked to the science, technology, engineering y mathematics (STEM, for its acronym in English), in which their participation is lower, compared to men.
These findings are reflected in the report “Democratic and liberating egalitarian educational futures for women and men”, made by the Center for Gender Studies Instituto Tecnológico de Santo Domingo (CEG-INTEC), under the authorship of the research teacher Berenice Pacheco-Salazar, a diagnosis to evaluate the presence of the gender and human rights approach in Dominican higher education institutions.
The document that was presented by Desiree Del Rosario, CEG-INTEC coordinator, Dalul Ordehi, Dean of the Area of Social Sciences and Humanities of INTEC y Maria Grullon, director of the School of Psychology of the Pedro Henríquez Ure Universityña (UNPHU) highlights that, according to figures from the National Statistics Office (ONE, 2017), gender stereotypes persist in the selection of university studies in which male professionals represent the majority in careers such as Agricultural Sciences (85.6%); Engineering and technologies (75.3%); Civil Engineering and Architecture (68.2%); Computer Science (62.4%) and Law (53.7%). While women have a greater presence in Communication and Advertising (51.7%); Social and Humanistic Sciences (52.7%); Medicine (64.8%); Marketing (65.1%); Business Administration (69.5%) and Psychology (81.7%).
Statistical quotes from the Ministry of Higher Education, Science and Technology (Mescyt), corresponding to 2024, in relation to STEM fields in which they highlight that, in Information and Communication Technologies, only 18% of enrollment corresponds to women , while in Engineering and Architecture, there is 39%, although with a greater presence concentrated in architecture and industrial engineering careers.
In the report, which was carried out as part of the CEG-INTEC actions for the commemoration of International Women's Day, significant challenges that limit female leadership were also evident, which can be seen in the low representation of women in positions. managers, as well as the obstacles for women to develop a scientific career.
For the diagnosis, the presence of the gender approach in the educational models of five universities was analyzed: INTEC, National Pedro Henríquez Ureña (UNPHU); Ibero-American (UNIBE); Open for Adults (UAPA) and Central del Este (UCE), identifying their institutional strategies and policies to promote gender equality and respect for human rights.
Presenting the document during a press conference, Desiree del Rosario, coordinator of CEG-INTEC, advocated for adopting a gender and human rights approach in higher education as a fundamental pillar to address persistent inequalities and promote gender equality. opportunities.
The numbers
According to data provided by the Ministry of Higher Education, Science and Technology (MESCyT), until 2019, 45.39% of teachers in higher education institutions are women. However, only 4.33% have a doctorate level, and 4.83% are dedicated to research.
Regarding the distribution of scholarships awarded in 2019 for higher-level studies, it is observed that, although 69% of the scholarships for undergraduate studies were awarded to women, only 21.9% of the doctoral scholarships were awarded to them.
In terms of university enrollment, Mescyt statistics show a trend towards feminization, with 64% female students compared to 36% male students, which is equivalent to one hundred and seventy-seven (177) female students for every one hundred (100) male students enrolled.
Regarding the presence of the gender and human rights approach in the training curricula, a total of 76 subjects from the universities under study were identified that could address aspects related to gender equality and human rights. The detailed analysis of the programs of these subjects will allow the identification of specific opportunities to strengthen the integration of the gender and human rights approach in the educational content, ensuring that students acquire relevant skills and knowledge to promote equality and respect for human rights in their professional practice.
The CEG-INTEC diagnosis recommends offering training programs and periodic training for teachers that raise their awareness about the importance of including the gender perspective and the human rights approach in university education, and provide them with practical tools to achieve it. “This should be part of the teacher induction processes and continuous training,” the report states.