=Paper=
{{Paper
|id=Vol-3607/paper4
|storemode=property
|title=Analysis of women's participation in STEM careers preand post- pandemic COVID - 19
|pdfUrl=https://ceur-ws.org/Vol-3607/paper4.pdf
|volume=Vol-3607
|authors=Gabriela Carolina Reynosa Perez,Aguilar Navarro Marlene Elizabeth
|dblpUrl=https://dblp.org/rec/conf/lawcc/PerezE23
}}
==Analysis of women's participation in STEM careers preand post- pandemic COVID - 19==
https://ceur-ws.org/Vol-3607/paper4.pdf
Analysis of women's participation in STEM careers pre- and
post- pandemic COVID - 19
Gabriela Reynosa1, y Marlene Aguilar2
1
Universidad Centroamericana José Simeón Cañas, San Salvador, El Salvador
Abstract
The Covid-19 pandemic impacted the world's population in different sectors: trade, agriculture,
transportation, health, and education, among others. The article is focused on the educational sector,
at the higher education level, which generated a series of adverse effects such as loss of learning,
school dropout, and social, emotional, and psychological problems, still, at the same time the
pandemic generated positive changes to the current educational system such as the restructuring of
educational policies that support the flexibilization of different study modalities, teaching
methodology, adaptation of new technologies, among other changes that allowed to prepare all the
actors involved (teachers, students, parents) in the teaching-learning process. Therefore, the
participation of women and men is presented and analyzed through enrollment statistics of some
STEM careers of the participating universities during and post-pandemic in the period of 2019 -
2022 in relation to gender inequality in the Salvadoran context. In addition, some projects and
strategies that seek to support the reduction of university desertion by women in El Salvador are
presented. For the development of this work, the collaboration of some foundations in El Salvador
related to the promotion of projects and strategies that promote the insertion of women in STEM
careers was requested. At the same time, the participation of public and private universities in El
Salvador, which offer the different STEM careers selected for the study, was also requested. Finally,
the study raises a new question about the phenomenon of exponential increase hypothetically linked
to the teaching modality observed in university enrollment statistics.
Keywords 1
El Salvador, gender, equality, pandemic, Covid-19, women, STEM.
1. INTRODUCTION
The educational crisis caused by Covid-19 brings with it huge challenges, but it also presents an
unprecedented opportunity for the educational systems of Latin America and the Caribbean: the
opportunity to carry out structural reforms, to transform themselves from the root. Returning to the
classroom and re-establishing the situation quo before the onset of the pandemic is neither feasible nor
desirable. It is possible to give continuity to many innovations and to the growing flexibility developing
before the emergency among all educational system players [1].
As a result of the aforementioned, the research is focused on the statistics of men and women
university students in the period 2019 - 2022, in order to know if the pandemic generated a decrease in
enrollment figures as well as to make visible the gender inequality in STEM careers, or at least it is the
substantiated speculation that is expected to be validated through the findings exposed in the different
sections of the article.
2. BACKGROUND
Proceedings XV Congress of Latin American Women in Computing 2023, October 16-20, 2023, La Paz, Bolivia
EMAIL: greynosa@uca.edu.sv (A. 1) meaguilar@uca.edu.sv (A. 2);
ORCID: 0009-0003-5667-3036 (A. 1); 0009-0003-2309-3107 (A. 2)
©️ 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
Pandemics have a negative effect on all sectors: health, industry, agriculture, and education, among
others. The current research is focused on the educational sector, therefore, a series of topics have been
broken down to explain the relationship with gender inequality in education.
2.1. IMPACT OF COVID-19 PANDEMIC ON EDUCATION SECTOR
In 2020, Latin America and the Caribbean had the longest school closures, with an average of 158
days without classes, affecting more than 160 million students in the region. By mid-2021, more than
100 million students are present in education systems that are only partially open, about 60 million are
in fully closed systems, and less than 1 million are in fully open systems [4].
n the rest of the world during the first quarter of 2020, on-site classes were suspended and education
came to a standstill. This forced shutdown not only caught education systems off guard but also
presented them with a seemingly almost impossible demand: to keep education alive while schools were
closed, implementing different distance learning modalities for which they had never really prepared
So education systems around the world reacted in different ways, using a variety of distance
education tools, from using educational platforms to simpler tools such as instant messaging
applications for smartphones and even photocopying, distributing materials, and making phone calls.
This created an additional challenge: unequal access to connectivity, equipment, and educational
materials. It also highlighted the unequal conditions in which students are living and able to study at
home, as well as the support they may receive from their families.
Thus, despite all efforts, the pandemic has resulted in a major educational loss. Much of the
knowledge that students should have acquired during the 2020 and 2021 school years was simply not
achieved or was achieved in a very partial and uneven manner.
Based on an OECD study, for a high percentage of students, learning appears to have been almost
non-existent. For example, it cites early tracking from an online mathematics teaching application in
several U.S. school districts, which suggests that learning declined sharply during the crisis, especially
in schools in low-income areas. In the same way, evidence from Germany shows that the time children
spent on school activities was cut in half by the pandemic, with 38% of students spending no more than
two hours a day studying and 74% spending less than four hours a day. Meanwhile, time spent on
entertainment - watching television or playing computer or cell phone games - increased to more than
five hours a day.
An estimated proportion of children in low- and middle-income countries who are unable to read
and understand simple text by the end of primary school could increase from 51% to 62% as a
consequence of the pandemic. Additionally, the proportion of lower secondary school children below
the minimum level of achievement, as measured by PISA international test scores, could increase from
its current level (55%) to 71% [3]
2.2. COVID-19 PANDEMIC AND GENDER INEQUALITY IN EDUCATION
As close to 1.2 billion school-aged children are still affected by school closures and face the reality
of distance learning in the midst of the COVID-19 pandemic, UNICEF warns that inherent inequalities
in access to tools and technology could exacerbate the global learning crisis.
"Access to technology and materials needed to continue studying while schools are closed is
remarkably unequal. Similarly, children who do not have adequate help to study at home have hardly
any resources to facilitate their education. Providing a diversity of educational tools and expanding
internet access for every school and every child is critical," said Robert Jenkins, UNICEF's Chief of
Education. "Before COVID-19, education was already in crisis. Now we are facing a deepening and
potentially even more divisive education crisis." [8].
The pandemic intensified gender gaps already existing in education and employment. Economic
crisis resulted in a significant increase in the risk of dropout and a substantial increase in the proportion
of young people excluded from the education system and the labor market, particularly for women and
the most vulnerable sectors (the poor and young people located in rural areas). The percentage of
women who are neither studying nor gainfully employed continues to be between 9 and 23% higher
than that of men in the same 20-24 age group. In the labor markets, there is a similar initial impact on
both genders, but the recovery is much faster for men.
Before the pandemic, the time spent on household chores by women doubles from age 14 to 18.
With the 2020 quarantines, this increased even more. The number of hours spent on housework
increased by 18% for women and only 2% for men. This inequity has repercussions on the time they
can devote to study, significantly reducing their school results. For many girls and adolescents,
especially in rural areas, their natural role is based on a combination of work in the home and external
demands, which is what they have always seen reflected in the women in their families and
communities. [9].
2.3. PROGRAMS SUPPORTING WOMEN’S EDUCATION DURING PANDEMICS
Muchas Más is a foundation that provides access to education to Salvadoran girls and young women
in order for them to be able to pursue higher education in their chosen field, have access to dignified
jobs and income, become economically autonomous, and develop their own life projects.
This foundation has created a strategy for the period 2021 - 2025 in which the central axis of the
intervention of Muchas Más is providing access to higher education and the knowledge and exercise of
rights from a feminist perspective. Experience has taught that, in order to break the intergenerational
cycle of poverty and to be masters of their lives, it is key to develop strategies that address and sustain
their needs in an integral manner, both academic and formative as well as economic, psychological, and
relational. In 2021-2025, the program will continue to provide personalized scholarships for young
women to access high school and university studies, strengthening the focus on STEM careers, with the
aim of helping to break gender gaps in these areas and expand decent work opportunities for girls.
Muchas Más Beat: This is the chapter of BeatsByGirlz in El Salvador. The Project aims to contribute
to the prevention of school dropouts, the development of digital skills in the context of COVID-19, and
bringing technology in a friendly way through music and music through technology [10].
3. METHODOLOGY
The type of research is documentary - field, the research design is quantitative and the scope of the
study is descriptive.
1. Materials and methods: Some of the techniques for the collection of quantitative data: request
for data from the participating institutions in virtual/presential mode, making use of software that
facilitates data collection.
2. Population: the Higher Education Institutions (HEI) of El Salvador, are composed of 24
universities, 11 specialized institutes, and 6 technological institutes, but for the research, a profile
was made that highlights some of the HEI, the study populations is made up of 6 universities, 5
private and 1 public; Finally, with regard to the population of STEM careers, those registered at the
national level according to the Ministry of Education - MINED were taken into account. When
applying the criteria of the profile created, the population was reduced to 8, those careers with the
highest demand at the national level according to MINED statistics.
3. Sample: The sample for the study population of the HEIs was obtained through non-
probabilistic sampling by quotas; subsequently, the sample for the study population of the
institutions and STEM careers was obtained through non-probabilistic sampling by convenience.
4. Criteria for obtaining the sample of Higher Education institutions
• Academic offer of STEM careers
• Linkage with promotional projects in STEM/ICT training areas
• Central geographic área
5. Criteria for obtaining the sample of the 6 STEM programs
• Highest student demand according to statistics from the Ministry of Education - MINED.
6. Criteria for obtaining non-educational institutions participating in the study
• Being a non-educational institution
• Linkage with projects, policies, promotion strategies in STEM/ICT training.
• Geographic area Central
4. RESULTS
4.1. STATISTICS OF WOMEN BY STEM CAREER PRE- AND POST PANDEMIC
COVID- 19, - UNIVERSIDAD CENTROAMERICANA JOSÉ SIMEÓN CAÑAS (UCA)
Table 1
Enrollment record by female gender for the 2019 - 2022 period - UCA
Careers 2019 2020 2021 2022
Architecture 731 487 780 682
Civil engineering 296 274 303 261
Electrics engineering 93 79 71 46
Informatics engineering 244 266 310 275
Mechanical engineering 83 92 68 40
Chemical engineering 577 609 642 490
Figure 1: Enrollment statistics - UCA
Figure 1 shows statistics corresponding to the Universidad Centroamericana José Simeón Cañas,
which reflects the number of female students enrolled in the period 2019 - 2022, for some STEM
careers. In the period of 2019 - 2022 the careers with the highest demand for enrollment by young
women: Architecture careers 13.25%, 8.83%, 14.14%, 12.37%; career Chemical Engineering 12.75%,
13.46%, 14.18%, 10.83%; Civil Engineering career 12. 80%, 11.85%, 13.10%, 11.18%; Mechanical
Engineering career14.12%, 15.65%, 11.56%, 6.80%; Electrical Engineering career 15.25%, 12.95%,
11.64%, 7.54%, and Computer Engineering career 17.63%, 19.22%, 22.40%, 19.87%.
4.2. STATISTICS OF WOMEN BY STEM CAREER PRE- AND POST PANDEMIC
COVID- 19, - UNIVERSIDAD DE EL SALVADOR – FACULTY OF ENGINEERING AND
ARCHITECTURE (UES -FIA)
Table 2
Enrollment record by female gender for the 2019 - 2022 period -UES - FIA
Careers 2019 2020 2021 2022
Architecture 751 793 840 826
Civil engineering 347 334 376 319
Electrics engineering 581 597 722 684
Informatics engineering 110 130 130 92
Mechanical engineering 119 126 135 95
Chemical engineering 362 384 402 351
Figure 2: Enrollment statistics - UES - FIA
Figure 2 shows statistics corresponding to the University of El Salvador, Faculty of Engineering and
Architecture - FIA, which indicates the number of female students enrolled in the period 2019 - 2022,
in some of STEM careers. In the period of 2019 - 2022 the careers with the highest demand for
enrollment by young women: the career of Architecture 9.69%, 10.24%, 10.84%, 10.66%; the career
of Computer Systems Engineering 10.21%, 10.49%, 12.69%, 12. 02%; Civil Engineering 10.32%,
9.93%, 11.18%, 9.49%; Chemical Engineering 10.57%, 11.21%, 11.74%, 10.25%; Electrical
Engineering 11.62%, 13.73%, 13.73%, 13.73%, 9.71%; Mechanical Engineering 12.43%, 13.17%,
14.11%, 9.93%.
4.3. COMPARATIVE STATISTICS BY GENDER OF STEM CAREERS PRE- AND
POST PANDEMIC COVID - 19, - UNIVERSIDAD CENTROAMERICANA JOSÉ
SIMEÓN CAÑAS (UCA)
Table 3
Enrollment record by gender for the period 2019 - 2022 - UCA
4.3. Comparative statistics by gender for the period 2019 - 2022
Civil Electrics Informatics Mechanical Chemical
Architecture Engineering Engineering Engineering Engineering Engineering
Year M F M F M F M F M F M F
2019 364 731 536 296 665 93 1178 244 556 83 491 577
2020 475 487 521 274 633 79 1297 266 566 92 523 609
2021 392 780 582 303 527 71 1446 310 549 68 503 642
2022 381 682 458 261 366 46 1323 275 395 40 377 490
Figure 3: Enrollment statistics by gender - UCA
Figure 3, shows statistics corresponding to the Universidad Centroamericana José Simeón Cañas, which
reflects a comparative of enrollments by gender in the period 2019 - 2022, for some of STEM careers,
the Architecture career - female 27. 28%, 18.17%, 29.10%, 25.45% - male 22.58%, 29.47%, 24.32%,
23.64%; Chemical Engineering career - female 24.89%, 26.27%, 27.70%, 21.14% - male 25.92%,
27.61%, 26.56%, 19. 90%; Civil Engineering major - female 26.10%, 24.16%, 26.72%, 26.72%,
23.02% - male 25.56%, 24.85%, 27.75%, 21.84%; Mechanical Engineering major - female 29.33%,
32.51%, 24.03%, 14.13% - male 26.91%, 27.40%, 26.57%, 19. 12%; Electrical Engineering career -
female 32.18%, 27.34%, 24.57%, 15.92% - male 30.35%, 28.89%, 24.05%, 16.70% and Computer
Engineering career - female 22.28%, 24.29%, 28.31%, 25.11% - male 22.46%, 24.73%, 27.57%,
27.57%, 25.23%.
4.4. COMPARATIVE STATISTICS BY GENDER OF STEM CAREERS PRE- AND
POST PANDEMIC COVID - 19, - UNIVERSIDAD DE EL SALVADOR – FACULTY OF
ENGINEERING AND ARCHITECTURE (UES - FIA)
Table 4
Enrollment record by gender for the period 2019 - 2022 – UES - FIA
Comparative statistics by gender for the period 2019 - 2022
Civil Electrics Informatics Mechanical Chemical
Architecture Engineering Engineering Engineering Engineering Engineering
SUM SUM SUM SUM SUM SUM SUM SUM SUM SUM SUM SUM
Year de M de F de M de F de M de F de M de F de M de F de M de F
2019 766 751 850 347 2579 581 1238 110 894 119 459 362
2020 734 793 800 334 2561 597 1189 130 842 126 444 384
2021 758 840 839 376 3027 722 1230 130 861 135 441 402
2022 700 826 744 319 2721 684 957 92 698 95 361 351
Figure 4:Enrollment statistics by gender – UES – FIA
Figure 4 shows statistics corresponding to the University of El Salvador, Faculty of Engineering and
Architecture - FIA, corresponding to the number of female students enrolled in the period 2019 - 2022,
in some of STEM careers. In the period of 2019 - 2022 the careers with the highest demand for
enrollment by young women: Architecture career - female 23.40%, 24.70%, 26.17%, 25.73% - male
25.90%, 24.81%, 25.63%, 23. 66%; Computer Systems Engineering major - female 22.48%, 23.10%,
27.94%, 26.47% - male 23.69%, 23.52%, 27.80%, 24.99%; Civil Engineering major - female 25.22%,
24.27%, 27. 33%, 23.18% - male 26.29%, 24.74%, 25.95%, 23.01%; Chemical Engineering major -
female 24.15%, 25.62%, 26.82%, 23.42% - male 26.92%, 26.04%, 25.87%, 25.87%, 21.17%; Electrical
Engineering major - female 23. 81%, 28.14%, 28.14%, 28.14%, 19.91% - male 26.83%, 25.77%,
26.66%, 20.74%; Mechanical Engineering major - female 25.05%, 26.53%, 28.42%, 20.00% - male
27.13%, 25.55%, 26.13%, 26.13%, 21.18%.
5. DISCUSSION AND CONCLUSION
Figures 1 - 2 show statistics of the female gender in STEM careers (Architecture, Civil Engineering,
Computer Engineering, Chemical Engineering, Mechanical Engineering and Electrical Engineering) of
the participating universities (Universidad Centroamericana José Simeón Cañas and Universidad de El
Salvador) for the research, In 2020, when the pandemic was officially declared, there is an exponential
increase compared to 2019, however, many universities start their academic semester in March or
February, it is estimated that students were already enrolled for the first semester, which was switched
from on-site to virtual mode of study; For the year 2021 the virtual study modality continued, trying
little by little to incorporate academic activities in a blended learning manner in this year can also be
seen in graphs 1 - 2 the increase in enrollments, despite the high rate of increase in the year 2022 a new
phenomenon is presented the accelerated decrease for private and public universities in STEM careers,
the research assumes that the change of modality from virtual to face-to-face, violence against women,
stereotypes among other causes are considered to affect enrollments by the female gender.
Figures 3 - 4 show comparative statistics by gender of STEM careers (Architecture, Civil
Engineering, Computer Engineering, Chemical Engineering, Mechanical Engineering, and Electrical
Engineering) of the participating universities (Universidad Centroamericana José Simeón Cañas and
Universidad de El Salvador) for the research, in which the relationship of gender inequality in education
can be visualized, however, the same situation is visualized for both genders: an exponential increase
in 2020 and 2021, but in 2022 there is an accelerated decrease in enrollment statistics, so the research
considers a new research question: Does the type of study modality influence the selection of university
careers in STEM field?
6. PROPOSAL
The current study proposes the design and development of a virtual platform that functions as an
observatory in which universities can add their enrollment statistics, graduates, by gender, and
residential area, among others, where the platform is public to monitor events such as the exponential
increase and decrease that may occur in a degree program and evaluate the context that the country of
El Salvador is experiencing at that time, while it can be used by universities to generate new strategies
for attracting students or the generation of new careers or the improvement of curricula.
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