Seguimiento y comparación de mediciones de la igualdad de género de la facultad de ingeniería de la Pontifica Universidad Javeriana

Various publications have shown that there is an underrepresentation of women in the fields of science, technology, engineering, and mathematics (STEM). This underrepresentation is even more pronounced in Latin America. For example, in Colombia, the percentage of female engineering students is close to one-third, and there are even engineering programs where this percentage is below 20%.Data from various sources indicate that not only has the number of students enrolled in engineering programs in Colombia decreased in recent years, but also the percentage of women enrolling. This gender disparity is even more pronounced in certain specific engineering programs, such as mechanical, electronic, and systems engineering. (García et al, 2020)Different governmental and non-governmental entities, such as UNESCO and W-Stem, mention that gender gaps should be measured and tracked to evaluate the policies or programs that should be implemented, and once implemented, to monitor them to assess their impact and effectiveness. It is also recommended that measurements of gender gaps be disseminated at the institutional level so that actions can be taken based on these measurements to achieve gender equality within organizations. (Osorio et al, 2020)To address the underrepresentation of women in engineering programs in Colombia, it is necessary to define policies and strategies from universities.This paper follows up on the self-evaluation of the gender equality situation in the School of Engineering at the Pontifical Xavierian University (PUJ), Bogotá campus. Through a longitudinal compilation of gender statistics from the four oldest engineering programs at the school, an analysis of the historical evolution within the institution is conducted. Additionally, a comparison of the figures with national statistics is presented. The research includes statistics on the percentages of admissions, enrolled students, and graduates since 2012.