Introduction / Justification
Gender equity in university senior management is essential for institutional quality and women's representation in leadership. In Chile, despite advances in gender inclusion, the gap in executive positions persists. The recent university accreditation regulations incorporate gender equity as a quality criterion, providing an opportunity to assess its impact on academic governance.
Objectives
This study aims to:
- Analyze gender distribution in rector, vice-rector, and dean positions in Chilean universities.
- Assess the impact of new accreditation policies on gender equity.
- Examine the relationship between female leadership and institutional quality.
Methods / Approach
Data from 58 Chilean universities were analyzed using gender inequality indices and statistical models to correlate women's presence in senior management with institutional quality indicators.
Results / Implications
Initial findings suggest a persistent gender gap in university leadership. Preliminary data indicate that only 11% of universities have female rectors, while women's representation in vice-rector and dean positions does not exceed 30%. These early results reveal structural barriers, including a "glass ceiling" that limits women's access to top management. Although the new accreditation policies emphasize gender equity, their impact on leadership distribution remains uncertain and requires further analysis.
Conclusion / Significance for Occupational Therapy
Gender inequality in university governance restricts women's access to leadership, affecting decision-making in higher education. From an occupational therapy perspective, promoting inclusive environments in academia strengthens social equity and supports the right to equal opportunities.