=Paper=
{{Paper
|id=Vol-3607/paper7
|storemode=property
|title=First steps towards gender equity in engineering at Universidad EAFIT in Colombia
|pdfUrl=https://ceur-ws.org/Vol-3607/paper7.pdf
|volume=Vol-3607
|authors=Silvana Montoya-Noguera,Liliana González-Palacio,Elizabeth Suescún-Monsalve,Mauricio Toro Bermúdez
|dblpUrl=https://dblp.org/rec/conf/lawcc/Montoya-Noguera23
}}
==First steps towards gender equity in engineering at Universidad EAFIT in Colombia==
https://ceur-ws.org/Vol-3607/paper7.pdf
First steps towards gender equity in engineering at Universidad
EAFIT in Colombia
Silvana Montoya-Noguera1, Liliana González-Palacio2, Elizabeth Suescún-Monsalve2 and
Mauricio Toro2
1
Applied Mechanics Research Group, Universidad EAFIT, Carrera 49 # 7 Sur – 50, Medellín, Colombia
2
GIDITIC, Universidad EAFIT, Carrera 49 # 7 Sur – 50, Medellín, Colombia
Abstract
Global statistics point to a decreasing presence of women in certain Engineering areas, a trend
also evident at Universidad EAFIT. The objective of this work is to present the initial steps
taken by the authors towards gender equity in Engineering at this university. To achieve this,
an exploratory analysis of gender indicators was conducted, and actions were presented for and
with four different audiences: children and teenagers outside the university, professors within
the university, students outside the classroom, and students inside the classroom. The results
show a relative decrease in female faculty and students, as well as horizontal segregation
among different Engineering areas. Regarding strategies outside the university, female faculty
and engineering students visit urban and rural schools to conduct programming and science
workshops. Additionally, as Engineering female faculty, we are part of interinstitutional
networks and communities for gender equity. Within the university, the student research
seedbed executes a project called "Perceptions of Gender Equality, Inclusion, and Leadership
in Systems Engineering Students" since 2020. Lastly, within the classroom, a strategy was
designed to teach and assess the national and international contributions of women to Systems
Engineering. The results obtained highlight the need to develop gender projects and studies
that reduce inequalities in academic spaces and contribute to motivation and guidance in
decision-making, both in policy and academic-formative aspects, to advance towards gender
equality, leadership, and inclusion in university.
Keywords 1
Indicators, gender gap, strategies, attraction, retention, role models
1. Introduction
The School of Applied Sciences and Engineering at Universidad EAFIT has been a member of the
Latin American Open Chair (CAL) Matilda and Women in Engineering since 2020, aiming to promote
equity, equal rights, opportunities, and spaces for women in the academic and professional sphere. One
of the initial actions of CAL Matilda was to construct a methodology for diagnosing the gender gap in
Systems Engineering faculties at Latin American institutions.
Within the School, initiatives have been underway to reduce the gender gap, starting with the
attraction of girls and young women and extending to the retention of current female students, faculty,
and researchers. Since 2021, the Software Engineering Research Seedbed has been conducting a study
to determine students' perceptions regarding gender in relation to equality, leadership, and inclusion in
various academic activities within the Software Engineering program. This project aims to be replicated
Proceedings XV Congress of Latin American Women in Computing 2023, October 16–20, 2023, La Paz, Bolivia
smontoyan@eafit.edu.co (S. Montoya-Noguera); lgonzalez8@eafit.edu.co (L. Gonzalez Palacio); esuescu1@eafit.edu.co (E. Suescún
Monsalve); mtorobe@eafit.edu.co (M. Toro)
: 0000-0003-2490-9107 (S. Montoya-Noguera); 0000-0002-6029-400X (L. Gonzalez Palacio); 0000-0001-7872-7638 (E. Suescún
Monsalve); 0000-0002-7280-8231 (M. Toro)
©️ 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
in other programs. To carry out the proposed project, an action research method with multiple linear
cycles, content validation through expert judgment, and a pilot test are employed. Methodologically,
this proposal involves five research cycles: conceptual analysis, instrument construction based on
identified related works, instrument application, and, finally, result analysis and dissemination.
In addition to this initiative, as a strategy to challenge stereotypes in the field, female role models in
Systems Engineering at Universidad EAFIT have been made visible. In the "Data Structures and
Algorithms 1" courses, a pedagogical strategy has been designed to teach and assess the contributions
of women to Systems Engineering, both at the national and international levels. This initiative is
supported by literature demonstrating that female role models have a more significant impact on
retaining students who are already enrolled in the Systems Engineering program rather than on
recruitment. The pedagogical strategy was tested during the second semester of 2020 and the first
semester of 2021.
In the remainder of this article, we will present the indicators we have developed for diagnosing the
school's gender dynamics. Subsequently, we will describe how we designed a pedagogical proposal to
highlight the contributions of female computer scientists, both nationally and internationally. Then, we
will introduce other strategies beyond the classroom, including research seedbeds, reflection
workshops, and school visits. Finally, we will conclude with a section outlining the next steps in
consolidating these strategies.
2. Theoretical Framework and Related Works
Addressing gender equity should be a topic included in the agendas of higher education, particularly
in engineering programs. Despite advances in the inclusion of women in higher education and the
workforce, the representation of women in engineering remains low in many countries. The lack of
gender equity in engineering programs can limit innovation, progress, and contribute to the gender gap
in economic opportunities. In 2022, UNESCO and Times Higher Education [3] revealed the extent to
which higher education institutions worldwide contribute to gender equality. They examined the
contribution to gender equality made by a range of higher education institutions around the world using
18 different indicators and highlighted case studies of five universities leading this effort in their
regions. In the W-STEM program, García-Holgado et al. [4] describe a methodological proposal for
analyzing gender equality in STEM-related academic programs and apply it to 10 universities. The
results identify existing gender disparities in the analyzed academic programs, including unequal
representation of men and women in different fields and educational levels. Lastly, a policy and practice
analysis sheds light on possible obstacles or barriers contributing to the gender gap in the field of study.
The proposal suggests developing specific strategies to enhance equal opportunities and reduce gender
disparities in the analyzed programs, contributing to a more inclusive and equitable university
environment.
Among the 776 institutions evaluated [3], 54% of globally graduated first-cycle students are women.
However, only 30% of women study STEM (Science, Technology, Engineering, and Mathematics)
subjects, compared to 54% studying programs in the social sciences, indicating a clear horizontal
segregation.
Specifically, in Systems Engineering, the participation of women is very low. According to the U.S.
Department of Education's 2023 Education Statistics Summary [5], the percentage of women choosing
a Systems Engineering career was 14% in 1970-1971. This percentage increased to 37% between 1983
and 1984 but gradually decreased to 21% between 2018 and 2019. Burger et al. [6] agree that gender
gaps in technology programs have increased. In Colombia, the situation is no different; in 2019, only
17.2% of enrolled Systems Engineering students were women.
There are initiatives that promote gender equity in the field of engineering. Mody and Brainard [7]
present proposals and their results with the aim of understanding the key factors contributing to gender
disparities in engineering. As a literature review, this work focuses on understanding the strategies,
programs, and policies associated with unequal participation and representation of women in
engineering. The main results highlight strategies in the following dimensions: (i) awareness and
training, such as addressing biases and stereotypes to eliminate cultural barriers; (ii) access to
opportunities and resources; (iii) leadership and commitment, where institutions take a proactive role
in equity; (iv) measurement and monitoring, demonstrating that successful initiatives result from
tracking and evaluation to measure progress. Analyzing changes over time in predictors of the intention
to study Systems Engineering, elements like a scientific orientation have gained strength over the last
40 years, while variables like artistic orientation and self-perceived mathematical ability have decreased
in importance [8]. This is positive, as it indicates that the barrier of self-perceived mathematical ability
is weakening, and women who consider themselves more creative and artistic are showing interest in
this field.
In addition to the explored variables, external factors such as the stereotype of the Systems
Engineering field and computer scientists are also considered as deterrents for women [8]. Women
perceive Systems Engineering as an individualistic field that does not emphasize social impact [6].
Some studies demonstrate gender biases and stereotypes in education and engineering careers [1],
which can affect women's selection and success in these programs [9]. For example, gender stereotypes
can influence career choice, the valuation of women's contributions in the classroom and the workplace
and mentoring and tutoring opportunities. The experiment conducted by Chervan et al. [10] illustrates
how a two-minute exposure to a person fitting the computer scientist stereotype can have a negative
impact on women's interest in this career for up to two weeks after the encounter.
As strategies to attract women to science and engineering areas, the presence of role models in the
family and at school, such as teachers and career advisors, is highlighted [11]. However, three recent
studies have demonstrated the greater effectiveness of the strategy when exposure is brief [12] [13].
The large-scale random experiment conducted by some researchers analyzed the effect of a one-hour
in-class exposure to a female scientist on tenth and twelfth-grade students [14]. Fifty-six female
scientists interacted with approximately twenty thousand students. The study demonstrated that
exposure can improve students' perceptions of scientific careers and increase women's participation in
STEM fields in college. Other studies emphasized that the most significant effect was observed in
twelfth-grade girls, as they were more receptive than other student groups to the appealing image of
science-related careers embodied by role models, and their aspirations for such careers increased
substantially [15]. The strategy's efficiency depended on the scientist's profile, related to her
professional experience, position in her career, and compensation. They also highlighted that
emphasizing gender equity too much could be counterproductive, and gender-neutral messages might
be more effective in guiding girls towards STEM fields.
Bilimoria and Liang [16] evaluate the NSF ADVANCE initiative at 19 U.S. universities,
highlighting increased gender participation and equity in fields such as engineering and sciences, and
providing an organizational change framework. Continuing with strategies to promote gender equity in
higher education and engineering programs, Fruttero et al. propose the creation of support networks for
female students and professionals, the revision and updating of curricula to include a gender
perspective, and the promotion of diversity in student selection and hiring [15]. Harris et al. present
results from a pilot qualitative study in the Department of Industrial Engineering at the University of
Oklahoma (USA), where gender parity has been achieved in both students and faculty. They identify
factors for achieving this in engineering and sciences, such as a supportive environment, extracurricular
activities like study groups and research seedbeds, and mentoring [6], [17].
Gender equity in education and engineering programs not only brings benefits for women but can
also enhance innovation, creativity, and the quality of education [18]. Including a gender perspective
can improve engineers' sensitivity and empathy in decision-making and problem-solving. Additionally,
quantifying the gender gap and identifying gender bias in engineering programs will allow the
measurement of the effectiveness of implementing strategies to promote gender equity. Awareness of
the benefits of gender equity is critical for achieving gender equality in education and engineering
programs.
On the other hand, organizational culture and climate can influence gender equity in engineering
programs. Powell et al. [19] focus on examining how female engineers face, negotiate, challenge, and
even resist gender expectations in their profession and how this impacts gender equality in engineering.
In other words, the study explores how female engineers navigate gender norms and how these
strategies affect their progress and opportunities in the industry. Qualitative research is used, involving
interviews with female engineers at different stages of their careers. These interviews focus on
exploring participants' personal experiences related to gender expectations in engineering and the
strategies they use to confront or challenge those norms. As a result, adaptation strategies to be accepted
and respected, and to fit into male-dominated environments, are revealed. Among the challenges in
combating gender discrimination, the work demonstrates how these women seek to change the
perceptions and expectations they face in these environments, and even how they face obstacles in their
professional advancement. The study suggests that female engineers, by adapting to male cultures in
engineering, can perpetuate a hostile.
3. Quantitative Gender Gap Indicators
Universidad EAFIT used to have an open data portal until 2021
(https://www.eafit.edu.co/eafitencifras). Most of the data used for the construction of the quantitative
gender gap indicators presented in this section was extracted from this portal. At Universidad EAFIT,
the proportion of women relative to the total undergraduate student population in the university has
decreased over the past ten years, as shown in Figure 1. When considering all programs, the
participation of women decreased from 48% in 2010-1 (i.e., the first semester of 2010) to 44% in 2022-
1. Focusing on the School of Applied Sciences and Engineering, the scenario is discouraging,
decreasing from 39% to 33%.
Currently, at Universidad EAFIT, as evidenced by global trends, there is horizontal segregation. As
shown in Figure 1, the proportion of women in the undergraduate student population varies significantly
between schools. So, even though women represent 44% for the semester 2022-1 in the total university,
they make up 61% in the School of Humanities, 33% in the School of Applied Sciences and
Engineering, and 31% in the School of Economics and Finance. Furthermore, in the last 10 years, most
schools have seen a gradual decrease in the percentage of women's participation. Although this decline
may be slight (between 4 and 11%), it is generally consistent, with the exception of fluctuations
observed in the School of Economics and Finance, related to the smaller number of students compared
to other schools.
70% 70%
60% 60%
Women enrolled (%)
Women enrolled (%)
50% 50%
40% 40%
30% 30%
20% 20%
10% 10%
0% 0%
Semester Semester
Humanities Law Processes Design Production
Business Economy and Finances Civil Systems Mechanical
App. Sc. and Eng. Total Total
(a) (b)
Figure 1 Proportion of women in the total undergraduate student enrollment per semester, both
(a) by School and (b) by Program in the School of Applied Sciences and Engineering.
Furthermore, within the School of Applied Sciences and Engineering, a breakdown of the proportion
of women by academic programs (see Figure 1b) reveals that in fields like Process Engineering (similar
to Chemical Engineering in other institutions) and Product Design Engineering, the representation of
women ranges from 65% to 55%. However, in programs like Civil Engineering, Systems Engineering,
and Mechanical Engineering, the percentage of women falls well below 50%. Notably, there has been
a significant decline in female enrollment in the Systems Engineering program, with women dropping
from 26% in 2004-1 to just 13% in 2021-1.
100% 140
90%
120
80%
Women Graduated (%)
70% 100
Students Total
60% 80
50%
40% 60
30% 40
20%
20
10%
0% 0
Year
Women Men Women %
Figure 2 Historical Record of the Proportion of Female Graduates in Systems Engineering.
In fact, over the course of the 48 years since the inception of the Systems Engineering program at
Universidad EAFIT, the proportion of women in the graduating population has significantly decreased,
as illustrated in Figure 2 (see the red line with its values on the left). The first person to graduate from
the program was a woman. In the early years, while the total number of graduates was increasing (see
the bars in the same Figure and their values on the right), the percentage of women decreased slightly
but remained above 50% until 1987. From that point onwards, not only did the number of women
decrease, but the number of men increased, further accentuating the decline in female participation
among program graduates.
Humanities 37% 63%
Humanities
Law 32% 68% Law
School
School
Business 40% 60% Business
Economy and Finances 25% 75% Economy and Finances
App. Sc. and Eng. 27% 74% App. Sc. and Eng.
0 100 200 300 400 0% 20% 40% 60%
Women Men Professors Women Men Proportion of faculty/total
(a) (b)
Figure 3 Professors by School for the 2020-2 semester and (a) their gender ratio and (b) according
to the proportion of faculty (i.e. full-time and indefinite-term contract) of all professors.
Another significant indicator in the gender gap in academia is in professors. As shown in Figure 3a,
while the number of professors in each school varies greatly, the female professors are below 40% for
all schools and drops to 25 and 27 % for Economy and Finances and Applied Sciences and Engineering,
respectively. The separation between faculty or full-time professors, who have indefinite contracts and
follow the academic ranking, and adjunct professors, who have semester-based contracts and do not
have an academic ranking is shown in Figure 3b segmented by gender. In this figure, we can observe
that in the Schools of Business Administration and Economy and Finances, the proportion of women
that have a full-time contract is higher than that of male professors. Conversely, in the Schools of Law,
Humanities, and Applied Sciences and Engineering, this ratio is reversed. The proportion of full-time
professors concerning the total number of professors depends on various internal factors and policies
within each school and program; however, we can discern marked differences in this proportion when
separated by gender. Particularly in the School of Applied Sciences and Engineering, 25% of female
professors are full-time, while for male professors, it is 37%. This results in only 20% of female full-
time professors in the school, the lowest proportion among all the schools. In the Department of Systems
Engineering, similar gender distribution percentages are observed among full-time professors, with
30% being women.
Lastly, we analyzed the population of researchers according to the current classification from the
Ministry of Science and Research in Colombia, MinCiencias (2021). As shown in Figure 4a,
considering all types of researchers (students, part-time, full-time professors) segregated by gender and
school, we find that, except for the School of Business Administration which achieves almost a 50-50
balance, the other schools have a female participation in research at around 27%, a figure that is
reflected in the previously presented indicators, but it is slightly higher than for professors.
Humanities 30% 70%
Women 2%11% 15% 73%
Law 27% 73%
School
Business 49% 51%
Economy and Finances 24% 76% Men 9% 7% 14% 70%
App. Sc. and Eng. 22% 78%
0% 20% 40% 60% 80% 100%
0 100 200 300 400 Senior Researcher Associate Researcher
Women Men Number of Researchers Junior Researcher Uncategorized
(a) (b)
Figure 4 Researchers from Universidad EAFIT according to the Minciencias 2019 call, separated (a)
by School in total number and gender ratio, and (b) by category, separated by gender.
However, the distribution of each gender in different categories varies significantly. In the
Colombian research system, there are three categories: Senior, Associate, and Junior, along with a
fourth option (uncategorized) for individuals who are not active in research or have not participated in
the call. Figure 4b presents the proportion of researchers segmented by category and gender. Among
male researchers, 70% are not categorized, while 9% are in the highest category (Senior Researcher).
In contrast, among female researchers, 73% are not categorized, and only 2% hold the title of Senior
Researcher. Therefore, while the proportion of women in the uncategorized researcher population is
30%, like the previous indicators, the proportion of women in the Senior Researcher category drops to
8%. In the remaining categories, the values invert slightly, as 31% of Junior Researchers are women,
and 40% of Associate Researchers are women. This clearly indicates a vertical gender gap in research,
like the commonly used "glass ceiling" term concerning the gender gap in higher positions in other
professional fields.
The presented indicators highlight the gender gaps in research, teaching, and the student population.
Measuring these indicators is crucial to quantify differences and their evolution over time. However, it
is not sufficient. Building a gender gap diagnosis should include qualitative aspects to understand the
institution's climate regarding this situation and enable the development of a comprehensive policy
defining specific goals and actions. This process is being carried out by the university's Gender
Committee. Simultaneously, both inside and outside the university, we have implemented innovative
actions that contribute to gender equity among researchers, professors, and students.
4. Strategies at Universidad EAFIT for Gender Equity
As part of the commitment to gender equity within the institution, various strategies have been
implemented and can be grouped into four categories. In the remainder of this section, representative
cases for each category will be presented. For each strategy, there is a stated purpose, a brief description
of the activity along with the actions taken, and finally, some actions planned to continue each strategy.
4.1. Interinstitutional Strategies in Primary and Secondary Education
With the assistance of student research seedbed at the University, it has been possible to make an
impact on girls living in rural areas and show them that the path to improving their quality of life and
that of their families is through higher education, as seen in the photographs in Figure 5. Regularly,
visits to schools are organized with the purpose of teaching basic concepts of computer science. It is
worth highlighting that these visits are organized by female professors, and in the student research
groups, both male and female students, as well as boys and girls, participate. Thus, even though these
activities may not have a gender-specific focus, the construction of role models through personal
example is implicit in each visit.
Figure 5 Visits to schools and engineering workshops led by female professors and female students.
4.2. Interinstitutional strategies for other stakeholder groups
The main objective of these strategies is to create a space where women can connect, share
experiences, and learn new skills in a safe and respectful environment. In this context, according to a
study by the technology company Dell, women who participate in technology-related activities are more
likely to feel empowered and have a successful career in the field. Furthermore, a study by the Pew
Research Center found that women with experience in technology activities are more likely to consider
a career in technology and feel comfortable in a tech-related environment. Therefore, women in
technology communities are essential initiatives in which our university has also invested to promote
gender equality and diversity in the tech sector.
In the city of Medellin, activities for women in technology communities have been developed to
promote inclusion, participation, and empowerment of women in the technology industry, which, as
already evidenced, has been male-dominated. According to McKinsey, in the tech industry, women
only occupy 20% of technical roles and just 5% of tech leadership positions. This gender imbalance
can lead to issues related to diversity, inclusion, and productivity in tech companies, and it can even
result in biases in the technologies developed due to the limited participation of women in their creation.
To address this gender gap, various organizations worldwide and specifically in the city of Medellin
have created initiatives to engage women in technology, such as Girls Who Code, Women Who Code,
Pioneras Dev, Data Science Fem, among others. Globally, the National Center for Women &
Information Technology (NCWIT) is recognized for its inclusive tech initiative. In this context,
Universidad EAFIT has worked closely with communities like Women Who Code, Pioneras Dev, and
Data Science Fem. The activities of these communities include hackathons, workshops, training
courses, conferences, and inspirational talks, as shown in Figure 6.
a. CodeBreakers doing programming b. Women who code first meeting at Medellín
c. Data Science Female Course d. Django Girls doing a programming course
Figure 6 Interinstitutional strategies for other stakeholder groups.
Figure 6a shows the Codebreakers event organized by TechGirlz to set a world record for the number
of girls coding simultaneously. On that day, two records were set: i) The highest number of girls coding
simultaneously in one location, and ii) the highest number of girls coding simultaneously at multiple
locations. It's worth noting that TechGirlz is a non-governmental organization in the United States
focused on helping girls in schools explore careers in technology. The idea is for participating girls to
share their curriculum with companies, organizations, schools, and community groups to inspire other
girls worldwide with technology.
On the other hand, Figure 6b shows the launch of the Women Who Code chapter for Medellín. This
community is an international nonprofit organization with the goal of providing opportunities for
women to excel in technology and programming careers by creating a community and a job board.
In Figure 6c, there is a Data Science Fem course for systems students and the community in general
on topics related to data science. Data Science Fem is a Spanish-speaking Latin American community
focused on promoting knowledge of data science among women in the region. They also offer
scholarships and technical education programs.
Finally, in Figure 6d, there is a programming course with the Django Girls community, a nonprofit
organization that seeks to empower and assist women by offering programming courses in a volunteer-
based scheme. This community is run by hundreds of volunteers who contribute to bringing more
amazing women into the world of technology. They are making technology more accessible by creating
resources designed with empathy.
Participation in internal and external networks at the university by employees (faculty and staff).
CAL Matilda, since July 2020: The University EAFIT is an institutional member of the Latin
American Open Chair of Matilda and Women in Engineering from CONFEDI (Federal Council of
Deans of Engineering of the Argentine Republic), ACOFI (Colombian Association of Engineering
Faculties), and LACCEI (Latin American and Caribbean Consortium of Engineering Institutions). This
membership has been in place since July 20, 2020, with Silvana Montoya as the institutional
representative and Elizabeth Suescún as the substitute. Additionally, Professor Liliana González from
the Systems Engineering department recently joined as an individual member. Professor Silvana
Montoya is a part of the Education Committee and coordinates the Research Committee.
Gender Roundtable at EAFIT, since February 2021: A gender roundtable was formed within the
University EAFIT to unite all stakeholders contributing to gender equality, including the Center for
Integrity, the Center for Political Analysis, the Employee Development Office, the research seedbed
Women and Law, the seedbed on perception of equality, leadership, and gender inclusion, "En
Femenino," Matilda, and the University of Children. This roundtable meets weekly or biweekly and is
currently working on developing a methodology for conducting an institutional gender equality
assessment.
Matilda EAFIT, since 2020, EAFIT Engineering Professors: A discussion group on gender
equality in EAFIT Engineering was formed. Its members engage in individual activities on the topic,
which are shared in this space. For example, Mauricio Toro, a professor of Systems Engineering,
published an article on "Good Practices in the Classroom" presented at ACOFI EIEI 2021. Additionally,
a thematic coffee session with EXA was organized for EAFIT professors on December 10, 2020, titled
"How do we promote gender equality in the classroom?"
The group has also participated in books from the Matilda Chair, which provide anecdotal accounts
of how women enter the field of engineering and choose their niches of action. This is an additional
way to provide examples for girls and women to follow if they consider STEM areas their passion.
4.3. Institutional Strategies Outside the Classroom
The purpose of these strategies is to highlight gender gaps and raise awareness within the
institutional community about the need for a gender perspective to promote a more inclusive culture in
institutions. To date, three seminars and two workshops have been held. It is worth noting that these
activities have been organized by the female authors of this article, on a voluntary basis and with open
participation. Therefore, they do not aim to provide gender-related training, courses, lectures, diplomas,
or formal training processes for teachers, staff, or students.
4.3.1. Seminars and workshops for awareness-raising
Since 2020, various seminars and events have been conducted on the subject, focusing on professors
and students in the field of Engineering. These events are open, and several are available online.
1. Event: "Women at EAFIT: Engineering and Inspiration," May 30, 2019 (in-person): Campus
tours and conversations between high school students and researchers from the University.
2. Seminar: "EAFIT's Women in Engineering: Engineering the Gender Gap," discussion and
presentation, March 13, 2020 (virtual and in-person): Link
3. Seminar: "Matilda and Women in EAFIT's Engineering: A Brief Look at the Gender Gap,"
presentation, October 23, 2020 (virtual): Link
4. Discussion: "Sisterhood and Technology: Stories of Leadership and Learning," March 27, 2020
(virtual).
5. Workshop: "How Invisible Are Women in Engineering?" March 9, 2022 (in-person).
The former workshop received support from the student organization of civil engineering and Karen
Ortiz, a social worker from the Center for Women in STEM Strengthening at the National University
of Colombia. Together, they designed visual materials illustrating how a gender perspective influences
everyday scenarios, drawing inspiration from Caroline Criado's book "Invisible Women." Following a
brief reflection on gender gaps, students worked in groups to analyze these visuals, answer questions,
and express their insights through their own drawings.
4.3.2. Research as a Gender Equity Strategy Outside the Classroom
Currently, the Engineering Student Research Group is conducting a project titled "Perception of
Equality, Leadership, and Gender Inclusion" in collaboration with the University of Cauca and their
counterpart research group. This project focuses on assessing the current perceptions of students
enrolled in Systems Engineering programs at both universities regarding equality, inclusion, and gender
leadership, with the intention of expanding the study to other programs at both institutions. The
execution of this study consists of two phases.
In Phase 1, a literature review was conducted to identify survey-based measurement instruments
used in educational institutions to assess dimensions relevant to the study. The initial version of the
survey instrument was created, reviewed by experts in the field, refined, and then piloted at both the
University of Cauca's Speech Therapy program and EAFIT University's Civil Engineering program.
The project is currently in Phase 2, the second year, during which the survey will be administered at
both institutions to collect both qualitative and quantitative data.
This study aims to establish the gender perceptions of university students in terms of equality,
inclusion, and leadership. It will help identify existing gender disparities within the academic context,
and if such disparities are found, the results will highlight the need for gender-focused studies and
projects aimed at reducing gender inequality. Furthermore, the outcomes will contribute to decision-
making processes, both in terms of policy and academic development, that will enable the university to
progress toward gender equality, leadership, and inclusion.
4.4. Institutional strategies within the classroom
The course on Data Structures 1 (semester 2) aims to develop the skill of solving a problem with an
algorithm that uses fundamental data structures, calculate the algorithm's complexity, and argue the
criteria for selecting a data structure (Link: https://bit.ly/3dBAFsc). This strategy involves introducing
women who have made contributions to systems engineering in each class. Some examples of the role
models presented in each class are shown in Table 1 (including globally recognized figures like Katie
Bouman (Caltech), Marissa Mayer (Yahoo), or Sophie Wilson (Broadcom). Additionally, we introduce
highly regarded Colombian women in the IT industry such as María Clara Choucair (Choucair Testing),
Ángela Noreña (Google), and Natalia Franco (Rappi). Finally, we present graduates and students who
have achieved significant recognition, such as Ana Echavarría (Google) and Luisa Vásquez (Facebook).
As an example of this strategy, here is the presentation from the first class of the course
(https://bit.ly/30mFhMh).
Table 1 Examples of female role models presented in the course classes.
Lesson Role Models Presented
Abstract Data Katie Bouman, Ada Lovelace, Gayle McDowel, Linus Torvalds, Barbara
Types Liskov, Shigeru Miyamoto, Natalia Ochoa, María C. Choucair, Marissa
Meyer.
Recursion Sophie Wilson, Dorothy Vaugham, Rózsa Péter, Alonzo Church, Alan Turing
Dynamic Lists Elizabeth Suescún
Stacks and Paola Vallejo
Queues
To assess students' knowledge about the women studied during the course, an exercise was designed
for the first midterm with an extra bonus score. The exercise involved matching a column with the
names of the women to a column with their contributions to Systems Engineering. This evaluative
strategy was implemented in three groups during the second semester of 2020 and in two groups during
the first semester of 2021.
5. Conclusions and Perspectives
After presenting gender gap indicators in the student, faculty, and research populations at the
University EAFIT (Colombia) and the School of Applied Sciences and Engineering, a set of strategies
were introduced to promote gender equity within the school. Various types of activities, both inside and
outside the classroom, as well as external actions to the institution, were presented. These efforts aim
to measure the overall population's perception and increase the presence of women in STEM fields, a
concern not limited to this university but evident at regional, national, and global levels.
To go beyond the recognition of female role models, both within and outside the university, it may
be possible to assess the perception of competence in the engineering field based on gender and evaluate
systematically the effectiveness indicators of the actions undertaken.
As additional future work, there is the possibility of conducting more in-depth research on the
current characteristics of women who decide to pursue engineering and the perceived barriers to
choosing this career in the local context. Based on these results, initiatives could be designed to attract
women to engineering in the student, faculty, and research populations.
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