Forging ahead: leveraging inclusive and equitable education to bridge the gender gap in the Caribbean

Mahabir-Lee, Sarita; Rambarath-Parasram, Vivian

doi:10.1007/s13437-019-00184-w

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…Gender-sensitive Pedagogy or Gender-sensitive Teaching [10,[117][118][119][120][121][122][123]126,129,130,132,139,140,159,162,176,187,191,192,195] Gender-sensitive Research [10,[117][118][119][120][121][122][123][124][125][126][127]129,139,140,158,159,163,176,177,187,191,192,195,199] Goal 5 or SDG 5 [3,27,32,44,…”

Section: Topics Referencesmentioning

confidence: 99%

“…The World Bank has reported that 94% of girls in the Caribbean attend school, and, in the context of tertiary education, women outnumber men at the University of the West Indies (UWI) by 63% to 37%. If graduation statistics reflect a similar trend, the number of professionally qualified women will consistently outnumber men attaining tertiary education [3]. While these data suggest progress for gender diversity in the workplace, educational and training enrollment in certain professions are still heavily dominated by men [3].…”

Section: Introductionmentioning

confidence: 97%

“…If graduation statistics reflect a similar trend, the number of professionally qualified women will consistently outnumber men attaining tertiary education [3]. While these data suggest progress for gender diversity in the workplace, educational and training enrollment in certain professions are still heavily dominated by men [3].…”

Section: Introductionmentioning

confidence: 97%

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Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

Bustamante-Mora,

Diéguez-Rebolledo,

Hormazábal

et al. 2024

Sustainability

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Today, sustainability in higher education is a key factor for our society, and women play a fundamental role. However, gender faces a series of inequalities in this field of action, and from this point of view, university education is not left out. It is necessary to incorporate strategies and initiatives to reduce these inequalities within the classroom, supported mainly through public policies, which represents a challenge. It is a practical and essential challenge for public and private universities to ensure that their students are prepared for a globalized, sustainable, and gender-sensitive world. In the 2030 Agenda, two Sustainable Development Goals are proposed to address these issues, targeting SDG 5 gender equality and SDG 4 inclusive education. This study considers that to address this issue, it is necessary to identify initiatives that aim to propose measures for sustainable education and reduce the gender gap, to know which and what types of policies or strategies aim to address these issues in higher education in the same way of identifying good practices focused on inclusive policies, models, and teaching styles, also considering scientific research for sustainable education. This study considers the review of policies to reduce gaps in the STEM areas of university education and whether these measures address the goal of sustainable development. As main findings and conclusions, this study highlights the initiatives and good practices found in the literature review since 2007 but concentrated during the last five years. In addition to the literature review, this bibliographic review is complemented by presenting a practical case study with real data from a public, state, and regional university in the south of the country of Chile that takes on this challenge and shares it. The PRISMA protocol guided this study, finding 341 relevant articles to be analyzed, which mainly show how it is possible to implement measures and improve sustainable education with a gender focus through policies and initiatives within a university in the short term.

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