Admisión, permanencia y graduación de las mujeres en el proyecto curricular de mecánica en la Universidad Distrital Francisco José de Caldas en Bogotá D.C.

Abstract

Currently, there is an international and national search, by different entities, for gender equality in admission to higher education, however, there remains a "gap" due to myths, images or ideas commonly accepted by society that contribute to that the Science, Technology, Engineering and Mathematics careers - STEM careers, have a low percentage of participation of the female gender. Globally speaking, in higher education, only 35% of students enrolled in STEM-related careers are women (UNESCO, 2017) and particularly the enrollment in engineering, manufacturing and construction is 8%. (Unesco Bangkok Regional Office of Education for Asia and the Pacific, 2017). In addition to the above, in Colombia, between 2001 and 2018, 3 out of 10 graduates in technical, technological and university STEM majors were women (Patiño, 2020), in this same sense, in recent figures provided by the Ministry of Education It is shown that the percentage of female enrollments in higher education in Mechanical Engineering and the like is only 9% (Gender Identities Approach for Inclusive Higher Education Policy Guidelines, 2016). In the local Colombian context and of the Capital District, Bogotá, is the Francisco José de Caldas District University - UDFJC, this has the Technological Faculty - FT where a modality of training of engineers is offered by levels that requires for their entry to possess the title of technologist. It is in this faculty where the curricular project of Mechanical Technology - TM and Mechanical Engineering - IM is located. These were created from the years 1994 and 1998, respectively. Since 2017, there is a qualified registry for the Mechanical Engineering program articulated by preparatory levels with Technology in Industrial Mechanics - TMI. Now, on average, for the periods between 2016 and 2019, only 10.9% and 7.8% of students who entered Industrial Mechanical Technology and Mechanical Engineering, respectively, were women (Francisco José de Caldas District University, Proyecto Mechanical Technology Curriculum, Technological Faculty, 2020) Although this quantitative information on the percentage of income is available for said period, there is not ample and concise information regarding the admission, permanence and graduation of women at the levels of Mechanical Engineering and Mechanical and Industrial Mechanics Technologies, over time. Given this situation, what this project is about is to characterize these aspects of admission, permanence, desertion and graduation of the female gender, at the levels and mentioned university, based on the search, location, classification and systematization of databases collected from sources from the District University in order to take the first step to generate strategies on how to increase diversity in terms of gender in the TM, TMI and IM curricular project at UDFJC, FT.