Education with gender perspectives in higher education in the Dominican Republic: progress and challenges

Manuela Amalia Pérez Mejia and Yoanka Rodney Rodriguez
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Manuela Amalia Pérez Mejia: Autonomous University of Santo Domingo
Yoanka Rodney Rodriguez: Universidad de Ciencias Pedagógicas Enrique José Varona

Pedagogical Constellations, 2024, vol. 3, issue 2, 316-337

Abstract: This study analyzes the progress, challenges, and limitations of implementing a gender perspective in higher education in the Dominican Republic, using a qualitative approach based on documentary analysis. Among the identified advances, policies and regulations such as PLANEG III, the National Development Strategy 2030, and Departmental Order 33-2019 stand out. These initiatives have contributed to raising awareness of equity in education, although their implementation remains fragmented. However, significant challenges persist, including the feminization of certain fields, the underrepresentation of women in STEM disciplines and academic leadership, as well as gender-based violence on campuses. These barriers reflect an educational system influenced by patriarchal dynamics and cultural resistance, limiting the effectiveness of policies. Additionally, the lack of resources, trained personnel, and clear evaluation mechanisms hinders the effective mainstreaming of the gender perspective. The study concludes that addressing these limitations requires strengthening the regulatory framework, ensuring adequate funding, and promoting cultural change within universities. These actions would help transform the educational system into a more inclusive space, contributing to equitable social and professional development.

Keywords: Teaching; higher education; Dominican Republic; gender perspectives; regulations (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:3:y:2024:i:2:id:63

DOI: 10.69821/constellations.v3i2.63

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