International research and organisations focused on Science, Technology, Engineering and Mathematics (STEM) have, for years, addressed the problem of the underrepresentation of women in careers in these fields. This issue is critical when considering that diversity in working teams can provide enhanced solutions to pressing world problems. However, empirical studies have recently shown that careers related to the environment and sustainability are more appealing to women. In this context, this study aims to explore whether female participation has an enhanced role in the incorporation of sustainability processes at a STEM higher education entity.
This case study of the Faculty of Physical and Mathematical Sciences at the University of Chile (FPMS) was examined as a descriptive statistical analysis. It was developed using a two-scope methodology: the historical perspective and the current state lens in the main higher education dimensions of teaching, research and outreach. A set of indicators was created to demonstrate whether the engagement of women in sustainability-focused endeavours was significantly higher than in activities or areas that are not closely related to sustainable development.
The main findings show that within the FPMS, sustainability has provided a space for women to further engage and become change agents in a STEM environment. This case study finds that sustainability is an area of interest and attraction for women in engineering and science at the higher education level, with the potential implications of challenging existing gender stereotypes in STEM disciplines and contributing to meeting sustainability standards by increasing diversity within teams.
To the best of the authors’ knowledge, this is the first study to adopt this approach and research question in Chile and Latin America.
