Gender equity in Peruvian higher education: discipline-specific barriers in working conditions and academic careers

César Augusto S.-D.-C.; Elizabeth M.-M.; Dely L.-B.; José David E.-T.; Carla C.-Z. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1842936

Resumen

Background – Gender inequities in Latin American academia persist despite increased female enrollment, as traditional career structures presume uninterrupted availability and undervalue caregiving responsibilities. Objective – To examine women faculty perceptions of working conditions, promotion opportunities, and institutional support at a private university in southern Peru, identifying discipline-specific barriers to gender equity. Methods – This case study employed an anonymous cross-sectional survey administered to all 217 women teaching staff, achieving an 84% response rate. An eight-item Likert scale assessed perceptions of working conditions, workload, promotion equity, access to training, and institutional support. Internal consistency was acceptable (Cronbach's α = 0.740; McDonald's ω = 0.766). Analyses included Spearman correlations, Kruskal–Wallis tests by academic area, and thematic analysis. Results – Favorable perceptions of working conditions were positively correlated with perceived increases in women's presence in teaching roles (ρ = 0.525, p < 0.01). Workload intensity was negatively associated with perceived promotion opportunities (ρ = −0.228, p < 0.01). Overall perceptions did not differ significantly across academic areas; however, Science and Engineering faculty reported significantly lower access to training (H = 10.324, p < 0.05). Conclusion – Gender equity requires discipline-sensitive interventions addressing workload distribution, transparent promotion criteria, and equitable professional development access.

Instituciones: Universidad San Ignacio de Loyola; Universidad Católica de Santa María