Affirmative actions for women in higher education in Guatemala
Objective: the approach to gender equality in higher education in Guatemala has its own history, so this article aims to identify the affirmative actions and initiatives implemented at the Universidad San Carlos de Guatemala and the most representative factors that reflect the inclusion of women in...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2023
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16401 |
| _version_ | 1801706229453553664 |
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| author | Rouanet Guzmán de Núñez, Rina Patricia |
| author_facet | Rouanet Guzmán de Núñez, Rina Patricia |
| author_sort | Rouanet Guzmán de Núñez, Rina Patricia |
| collection | OJS |
| description | Objective: the approach to gender equality in higher education in Guatemala has its own history, so this article aims to identify the affirmative actions and initiatives implemented at the Universidad San Carlos de Guatemala and the most representative factors that reflect the inclusion of women in the different areas of this institution.
Originality/contribution: the relevance of studying the most recent initiatives adopted by this state university regarding gender equality, including recommended measures during the COVID-19 pandemic, lies in the fact that state universities must comply with the commitments made to eradicate gender inequality, given that it is a scenario in which deep inequalities are still reproduced.
Method/Data collection: this is qualitative research. The documentary review was interpreted with a hermeneutic approach. The technique of reviewing and analyzing the sources was carried out considering the background of the integration of women into higher education, the most recent national and international situation, and the efforts reflected in institutional documents, as well as a retrospective statistical analysis of female enrollment.
Conclusions: it can be stated that at the Universidad San Carlos, the efforts made have not had enough influence to dismantle deep-rooted exclusion that prevents the equitable distribution of teaching, research, or senior management and decision-making positions within the university. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-16401 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2023 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-164012023-12-14T16:03:32Z Affirmative actions for women in higher education in Guatemala Acciones afirmativas para las mujeres en la educación superior guatemalteca Ações afirmativas para mulheres no ensino superior guatemalteco Rouanet Guzmán de Núñez, Rina Patricia Género Inclusión Educación Superior Gender inclusion higher education Gênero inclusão ensino superior Objective: the approach to gender equality in higher education in Guatemala has its own history, so this article aims to identify the affirmative actions and initiatives implemented at the Universidad San Carlos de Guatemala and the most representative factors that reflect the inclusion of women in the different areas of this institution. Originality/contribution: the relevance of studying the most recent initiatives adopted by this state university regarding gender equality, including recommended measures during the COVID-19 pandemic, lies in the fact that state universities must comply with the commitments made to eradicate gender inequality, given that it is a scenario in which deep inequalities are still reproduced. Method/Data collection: this is qualitative research. The documentary review was interpreted with a hermeneutic approach. The technique of reviewing and analyzing the sources was carried out considering the background of the integration of women into higher education, the most recent national and international situation, and the efforts reflected in institutional documents, as well as a retrospective statistical analysis of female enrollment. Conclusions: it can be stated that at the Universidad San Carlos, the efforts made have not had enough influence to dismantle deep-rooted exclusion that prevents the equitable distribution of teaching, research, or senior management and decision-making positions within the university. Objetivo: el abordaje de la igualdad de género en la educación superior guatemalteca tiene su propio recorrido y su propia historia, por lo que este artículo propone identificar las acciones afirmativas e iniciativas implementadas en la Universidad San Carlos de Guatemala y los indicadores más representativos que reflejen la inclusión de las mujeres en los ámbitos que la integran. Originalidad/aporte: la relevancia de revisar las iniciativas más recientes adoptadas por la universidad estatal en torno a la igualdad de género, incluyendo medidas recomendadas durante la pandemia de COVID-19, radica en que la universidad estatal debe dar cumplimiento a los compromisos asumidos para erradicar la desigualdad de género, dado que es un escenario en el que todavía se reproducen profundas inequidades. Método/recolección de la información: se trata de una investigación cualitativa, mediante revisión documental que se interpretó con aproximación hermenéutica. La técnica de revisión y profundización de las fuentes se organizó considerando los antecedentes de la incorporación de la mujer a la educación superior, el contexto de coyuntura nacional e internacional más reciente y los esfuerzos reflejados en documentos institucionales, así como un análisis estadístico retrospectivo de la matricula femenina. Conclusiones: se puede afirmar que en la Universidad de San Carlos los esfuerzos realizados no han influido suficientemente para desarticular arraigos de exclusión que impiden la distribución equitativa de las plazas de docencia, investigación o de los cargos de alta dirección y toma de decisiones dentro de la universidad. Objetivo: a abordagem da igualdade de gênero no ensino superior guatemalteco tem sua própria jornada e sua própria história, portanto, este artigo tem como objetivo identificar as ações e iniciativas afirmativas implementadas na Universidade San Carlos da Guatemala e os indicadores mais representativos que refletem a inclusão das mulheres, nas áreas que a compõem. Originalidade/contribuição: o estudo contempla as mais recentes iniciativas adotadas pela Universidade Estadual para esse fim, incluindo as medidas recomendadas durante a pandemia de COVID-19. A relevância da questão reside no fato de que a universidade estadual deve cumprir os compromissos assumidos para erradicar a desigualdade de gênero, visto que se trata de um cenário em que ainda se reproduzem desigualdades profundas. Método/recolha de datos: trata-se de uma investigação qualitativa, através de revisão documental que foi interpretada com uma abordagem hermenêutica. A técnica de revisão e aprofundamento das fontes foi organizada, tendo em conta os antecedentes da incorporação das mulheres no ensino superior, o contexto da conjuntura nacional e internacional mais recente e os esforços refletidos em documentos institucionais, bem como uma análise estatística retrospetiva das matrículas femininas. Conclusões: pode-se afirmar conclusivamente que na Universidade de San Carlos os esforços realizados não influenciaram suficientemente para desmantelar as raízes da exclusão, que impedem a distribuição equitativa dos cargos docentes, de pesquisa ou de alta direção e decisão dentro da universidade. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2023-02-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16401 10.19053/01227238.16401 Revista Historia de la Educación Latinoamericana; Vol. 25 No. 40 (2023): Elizardo Pérez (1892- 1980); 89-107 Revista Historia de la Educación Latinoamericana; Vol. 25 Núm. 40 (2023): Elizardo Pérez (1892- 1980); 89-107 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16401/13696 Copyright (c) 2023 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Género Inclusión Educación Superior Gender inclusion higher education Gênero inclusão ensino superior Rouanet Guzmán de Núñez, Rina Patricia Affirmative actions for women in higher education in Guatemala |
| title | Affirmative actions for women in higher education in Guatemala |
| title_alt | Acciones afirmativas para las mujeres en la educación superior guatemalteca Ações afirmativas para mulheres no ensino superior guatemalteco |
| title_full | Affirmative actions for women in higher education in Guatemala |
| title_fullStr | Affirmative actions for women in higher education in Guatemala |
| title_full_unstemmed | Affirmative actions for women in higher education in Guatemala |
| title_short | Affirmative actions for women in higher education in Guatemala |
| title_sort | affirmative actions for women in higher education in guatemala |
| topic | Género Inclusión Educación Superior Gender inclusion higher education Gênero inclusão ensino superior |
| topic_facet | Género Inclusión Educación Superior Gender inclusion higher education Gênero inclusão ensino superior |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16401 |
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