Implementing a Gender Equality Recognition Model: A pioneering experience in institutionalizing a gender policy in a Chilean school of health sciences

DOI: https://doi.org/10.54674/ess.v37i2.1028
Keywords: Gender equality, Gender equality policies, Higher Education

Abstract

Higher education institutions (HEIs) play a key role in promoting gender equality. However, structural inequalities persist, manifesting as occupational segregation, gaps in research, and a patriarchal organizational culture. In response, the University of Chile developed a gender equality policy and the “Gender Equality Seal Recognition Model” as a strategy for institutional implementation. The objective of this article is to present the experience of implementing the policy. A qualitative study of descriptive-interpretive nature was conducted based on a documentary and bibliographic review. Institutional policies, regulations, and specialized literature were analyzed to understand the implementation process of the “Seal” in the Faculty of Medicine (FAMED), from a critical and intersectional perspective. Evidence of gender-based inequalities was found in the distribution of students and faculty, in access to research, in hierarchies, and in working conditions. The creation of the Office of Gender Equality in Health in 2018 marked a milestone in the institutionalization of the gender approach at FAMED. The implementation of the “Seal” made it possible to systematize these efforts through standards across eight strategic dimensions, including education, research, work, and shared responsibility for caregiving. This experience highlights both progress and challenges in institutionalizing gender equality within a complex, hierarchical unit. The experience highlights the importance of verifiable commitments, multisectoral participation, and institutional leadership to achieve sustained cultural transformations. This process can serve as a model for other HEIs in similar contexts.

Author Biographies

Carolina Carstens Riveros, University of Chile, Santiago, Chile

A sociologist with a master’s degree in applied anthropology in health, she has extensive experience in designing qualitative and mixed-methods research. Her scholarly work focuses on influencing public policies that ensure gender equality and cultural relevance in health services, with an emphasis on the training of health professionals. She currently serves on the Gender Equality Directorate of the University of Chile’s School of Medicine, where she leads efforts to mainstream gender considerations across the university’s operations. Her research interests include sexual and reproductive health, interculturality, migration, and public policy.

Denisse Quijada Sánchez, University of Chile, Santiago, Chile

She holds a degree in Sociology from the University of Chile, a European Master’s degree in Labor and Social Policy from the Autonomous University of Barcelona, and a certificate in University Management with a Gender Perspective. She is an assistant professor in the Department of Nursing and currently serves as director of the Office of Gender Equality (DIGEN Salud) at the School of Medicine. She has over 15 years of professional experience in teaching, training, and consulting on the institutionalization and mainstreaming of a gender perspective in health and public policy.

Daniela Gonzalez Aristegui, University of Chile, Santiago, Chile

Social Worker, Master’s degree in Gender and Culture (with a concentration in the Humanities), and a certificate in Gender and Public Policy. She is an assistant professor at the Center for Reproductive Medicine and Comprehensive Adolescent Development (CEMERA) in the School of Medicine at the University of Chile. She is involved in undergraduate and graduate teaching, clinical care, preventive counseling, and educational workshops. She provides technical consulting and community outreach in comprehensive sex education. Her research focuses on sexism in healthcare, adolescent sexualities from a gender perspective, violence in romantic and sexual relationships, and intersectional education.

Rodrigo Lara Quinteros, University of Chile, Santiago, Chile

Ph.D. in Psychology, Psychologist, and Master’s degree in Gender and Cultural Studies (with a concentration in Social Sciences). Expert in sexual and gender diversity. He currently works as an educational psychologist at the Center for Teaching and Learning (CEA) and heads the Gender Diversity and Dissent section within the Office of Gender Equality at the University of Chile’s School of Medicine, a role through which he contributes to institutional development, teaching, and the addressing of gender and inclusion issues within the university setting.

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Published
2026-05-30
How to Cite
Carstens Riveros, C., Quijada Sánchez, D., Gonzalez Aristegui, D., & Lara Quinteros, R. (2026). Implementing a Gender Equality Recognition Model: A pioneering experience in institutionalizing a gender policy in a Chilean school of health sciences. Higher Education and Society Journal (ESS), 37(2), 444-462. https://doi.org/10.54674/ess.v37i2.1028
Issue
Vol 37 No 2 (2025): Artificial Generative Intelligence (GenAI) in teaching and research: best practices, challenges, and prospects
Section
General section articles

Copyright (c) 2025 Carolina Carstens Riveros, Denisse Quijada Sánchez, Daniela González Arístegui, Rodrigo Lara Quinteros

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