The Scientific Production of Women and their Presence in Management Position in Science and technology careers in the Ecuadorian Higher Education System
DOI:
https://doi.org/10.15503/jecs2024.2.747.761Keywords:
gender equality, academia, scientific production, Ecuadorian higher education system, Norwegian paradoxAbstract
Aim. This paper analyzes the scientific production and the management positions in the universities of the Ecuadorian higher education system from a gender parity perspective, considering STEM careers as the central point of the analysis. Three perspectives was consider,: the underrepresentation of women in STEM careers, the underrepresentation of women in scientific production and in classic managerial positions, and the Norwegian paradox of equality.
Methods. This article used two databases: the first one was built from Ecuadorian scientific production, within the period 2010-2018, by the indexing platform SCOPUS. The second one, evaluates the presence of women in management positions and was built from the databases that universities and polytechnic schools report to the educational Ecuadorian autority. Theoretical perspectives are discussed to explore the singularities of the Ecuadorian case, through an analytical and quantitative perspective.
Results. In the case of Ecuadorian scientific production men showed a greater presence in all fields, except for pedagogy and psychology. This results replicate for the case of higher education management positions (30% women, 60% men, on average).
Conclusions. The underrepresentation of women is generally confirmed, both in scientific production measured by publications, as well as in access to management positions, especially in science and technology. Also, in scientific publications, women are more likely to collaborate only with men, precisely because of the structures created around science, which not only have to do with the greater number of men involved, but probably with gender discrimination practices that are not visible in the mechanisms adopted for the analysis.
Downloads
References
Corneliussen, H. G. (2021). Unpacking the Nordic Gender Equality Paradox in ICT Research and Innovation. Feminist Encounters: A Journal of Critical Studies in Culture and Politics, 5(2), Article 25. https://doi.org/10.20897/femenc/11162
del Pino Arriagada, S., Vallejos Cartes, R., Améstica-Rivas, L., & Cornejo-Saavedra, E. (2018). Presencia de las mujeres en la alta gestión universitaria. Las universidades públicas en Chile [Presence of Women in University Management. Public Universities in Chile]. Páginas de Educación, 11(2), 176-198. https://doi.org/10.22235/pe.v11i2.1633
Díaz-Fernández, M. del C., Matínez-Torres, M. del R., & López-Bonilla, J. M. (2017). Mujeres en órganos de gobierno universitarios. Nuevo contexto normativo y políticas de igualdad [Women at University top management levels. New legal context and equity plans]. Convergencia Revista de Ciencias Sociales, 75, 107-131. https://doi.org/10.29101/crcs.v0i75.4012
Escobar-Jiménez, C. (2022a). Doctores, incentivos de titulación e impacto en la investigación: Un panorama general de los profesores con doctorado en el sistema de educación superior ecuatoriano [Doctors, degree incentives and impact on research: An overview of professors with doctorates in the Ecuadorian higher education system]. Revista Andina de Educación, 5(2), Article 000528. https://doi.org/10.32719/26312816.2022.5.2.8
Escobar-Jiménez, C. (2022b). Paridad de género entre las autoridades del sistema de educación superior ecuatoriano [Paridad de género entre las autoridades del sistema de educación superior ecuatoriano]. Íconos - Revista de Ciencias Sociales, 26(74), 139–158. https://doi.org/10.17141/iconos.74.2022.5246
Esteve, A. R. (2017). ¿Qué estudios universitarios de ciencia y tecnología prefieren las mujeres? Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas, Extra, 5585-5591.
Fennema, E. (1990). Teachers’ Beliefs and Gender Differences in Mathematics. In E. Fennema & G. C. Leder (Eds.), Mathematics and Gender. Teachers College Press.
Fennema, E. (1996). Mathematics, Gender, and Research. In G. Hanna (Ed.), Towards Gender Equity in Mathematics Education (pp. 9-26). Kluwer.
Inga, M., Berit, S., & Jelena, S. (2020). Understanding the Nordic Gender Diversity Paradox. TalTech Journal of European Studies, 10(1), 40-57.
Merton, R. (1968). The Matthew Effect in Science: The Reward and Communication Systems of Science are Considered. Science, 159 (3810), 56-63.
O’Neill, L. D., Wallstedt, B., Eika, B., & Hartvigsen, J. (2011). Factors associated with dropout in medical education: A literature review. Medical Education, 45(5), 440-454. https://doi.org/10.1111/j.1365-2923.2010.03898.x
Ordorika, I. (2015). Equidad de género en la educación superior. Revista de la Educación Superior, 44(174), 7-17.
Papadópolus, J., & Radakovich, R. (2006). Educación Superior y Género en América Latina y el Caribe. In UNESCO International Institute for Higher Education in Latin America and the Caribbean (Ed.), Informe sobre la educación superior en América Latina y el Caribe 2000-2005 (pp. 117-128). IESALC.
Pezzoni, M., Mairesse, J., Stephan, P., & Lane, J. (2016). Gender and the publication output of graduate students: A Case study. PLOS ONE, 11(1), Article e0145146. https://doi.org/10.1371/journal.pone.0145146
Seagram, B. C., Gould, J., & Pyke, S. W. (1998). An investigation of gender and other variables on time to completion of doctoral degrees. Research in Higher Education, 39(3), 319-335. https://doi.org/10.1023/A:1018781118312
Seraquive, J. E. G., & Ortiz, C. V. J. (2021). Equidad de género en la educación superior en Ecuador: Aproximación a su conceptualización [Gender equity in higher education in Ecuador: approach to its conceptualization]. Revista Scientific, 6(20), Article 20. https://doi.org/10.29394/Scientific.issn.2542-2987.2021.6.20.18.327-339
Sierstad, C. (2011). Exploring the Norwegian paradox of vertical sex segregation: Strategies and experiencies in politics, academy and company boards. University of London.
Stoet, G., & Geary, D. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Sience, 29(4), 581-593. https://doi.org/10.1177/0956797617741719
Thelwall, M., & Mas-Bleda, A. (2020). A gender equality paradox in academic publishing: Countries with a higher proportion of female first-authored journal articles have larger first-author gender disparities between fields. Quantitative Science Studies, 1(3), 1260-1282. https://doi.org/10.1162/qss_a_00050
Torres-Rentería, S. R., & Escobar-Jiménez, C. (2022). Determinantes de la deserción y permanencia en la carrera de Medicina: Evidencia del Sistema de Educación Superior ecuatoriano [Determinants of desertion and permanence in the medical career: Evidence from the Ecuadorian Higher Education System]. Revista Andina de Educación, 5(1), Article 1. https://doi.org/10.32719/26312816.2022.5.1.6
Yedidia, M., & Bickel, J. (2001). Why aren’t there more women leaders in academic medicine? The views of clinical department chairs. Academic Medicine: Journal of the Association of American Medical Colleges, 76(5), 453-465. https://doi.org/10.1097/00001888-200105000-00017
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Christian Escobar-Jiménez, Sergio Torres Rentería, Alejandra Delgado
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.