Affirmative actions for women in higher education in Guatemala

Abstract

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.