Equidad y género como agentes de innovación y fortalecimiento de Programas de Doctorado en Educación

Abstract

This research highlights the urgency of incorporating equity and a gender perspective into doctoral programs in Education in Chile. Based on national data, significant inequalities affecting female and male doctoral students are identified at three critical stages: admission, development, and graduation. It is noteworthy that only 37% of those holding a doctoral degree are women, revealing a persistent gap in access to and retention in doctoral training. In line with the 2030 Agenda, the need to eliminate these structural barriers is reinforced, given their impact on women's autonomy, well-being, and labor market integration. Using a quantitative methodology and the application of surveys adapted from international standards, the factors that influence the academic development of women who have completed or are currently completing doctoral programs in education at accredited Chilean universities were determined. The results show that women's academic careers are conditioned by structural factors that reproduce gender inequalities, reinforcing the need to implement institutional policies that promote social justice and guarantee equal opportunities in doctoral education. This aims to establish equity and a gender perspective as agents of innovation and strengthening of doctoral programs in education.