Gender gaps in geographical engineering and earth sciences in Chile

Gender inequality remains a persistent feature in scientific disciplines worldwide. This article analyzes gender gaps in Chilean undergraduate programs in geographic engineering and earth sciences using a higher education life-cycle framework. Drawing on a narrative and analytical review of peer-reviewed literature, institutional reports, and official statistics, the study examines three stages: access and enrollment, retention and graduation, and early labor-market outcomes, including leadership and governance dimensions. The findings reveal uneven patterns across disciplines. While female participation in geology has increased, approaching gender parity in recent cohorts, women remain strongly underrepresented in mining-related engineering programs. At the undergraduate level, women exhibit higher retention rates and stronger academic performance than men. Nevertheless, these advantages do not translate into subsequent professional outcomes. Labor-market data indicate persistent gender inequalities, including wage gaps and limited representation in leadership positions. In the Chilean mining sector, women account for approximately 18% of the workforce and less than 2% of managerial positions. The findings highlight the need for sustained institutional and disciplinary reforms that extend beyond access-focused interventions in geography and geoscience education.