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very predominant”, “the female incorporation in the industry responds more to
political favours than to a true intention of the companies to insert them in the workforce” and “everything that has been done so far is insufficient”, they say. Some of
these sociocultural aspects had already been documented by Swanson et al. (1996):
The policies of the industry respond to a macho culture ... women are hired due to political
favours and not by market demand. (Participant, group interview, Colombia)
... there are more political favours than other things. Because we have seen how (the company) needs to meet certain goals, then they say “we need to have more women managers,
or super-women or women in the operation.” It is not like an internal issue for the company,
at least here in Chile. (Participant, individual interview, Chile)
6.4.4 Corporate Factors
The factors that compromise the achievement of SDG 5 have an effect on women
and on the overall corporate productivity. Research findings show that the government does not recognize the value of female labour, which prevents them from
applying to executive positions. Corporations do not adequately reward women’s
organizational skills, multitasking and commitment to the community. Corporate
factors have been identified as mainly paradigm problems of equality, diversity and
sexual discrimination. Participants in focus groups also expressed possible actions
tending to mitigate the adverse impact of these factors.
6.4.5 Gender Equality
The participants agree that the training should be the same for male and female
students. This factor is considered as a homogeneous strategy, where the students
must adapt to the “Male Mining Worker” model. The limitations that women experience not only have an impact on their behaviour but also on their physical identity
(Bell and Sinclair 2016). In this regard they specify: “training should be conducted
without gender distinction”, “mining deals equally with men and women”, “as a
policy, the treatment is the same in the race”, “care is taken not to make distinctions”, “ the woman have to adapt to a system made for men “,“ she must adapt to
the mining world” and “ she must show that she possesses the same capabilities as
the man”. They even emphasize that no differences should be made, since discriminatory. However, discourse analysis in the Colombian case showed that the
“machista” culture is equally responsible for creating key paradigms within perceptions of gender in universities and workplaces.
We guide ourselves through the curriculum, so we do not see if they are men or women,
they are a professional future, we must teach them in the same way, we explain the same to
them, what they will do, what they should do, as they should do. (Participant, individual
interview, Chile).
I. B. Franco et al.
very predominant”, “the female incorporation in the industry responds more to
political favours than to a true intention of the companies to insert them in the workforce” and “everything that has been done so far is insufficient”, they say. Some of
these sociocultural aspects had already been documented by Swanson et al. (1996):
The policies of the industry respond to a macho culture ... women are hired due to political
favours and not by market demand. (Participant, group interview, Colombia)
... there are more political favours than other things. Because we have seen how (the company) needs to meet certain goals, then they say “we need to have more women managers,
or super-women or women in the operation.” It is not like an internal issue for the company,
at least here in Chile. (Participant, individual interview, Chile)
6.4.4 Corporate Factors
The factors that compromise the achievement of SDG 5 have an effect on women
and on the overall corporate productivity. Research findings show that the government does not recognize the value of female labour, which prevents them from
applying to executive positions. Corporations do not adequately reward women’s
organizational skills, multitasking and commitment to the community. Corporate
factors have been identified as mainly paradigm problems of equality, diversity and
sexual discrimination. Participants in focus groups also expressed possible actions
tending to mitigate the adverse impact of these factors.
6.4.5 Gender Equality
The participants agree that the training should be the same for male and female
students. This factor is considered as a homogeneous strategy, where the students
must adapt to the “Male Mining Worker” model. The limitations that women experience not only have an impact on their behaviour but also on their physical identity
(Bell and Sinclair 2016). In this regard they specify: “training should be conducted
without gender distinction”, “mining deals equally with men and women”, “as a
policy, the treatment is the same in the race”, “care is taken not to make distinctions”, “ the woman have to adapt to a system made for men “,“ she must adapt to
the mining world” and “ she must show that she possesses the same capabilities as
the man”. They even emphasize that no differences should be made, since discriminatory. However, discourse analysis in the Colombian case showed that the
“machista” culture is equally responsible for creating key paradigms within perceptions of gender in universities and workplaces.
We guide ourselves through the curriculum, so we do not see if they are men or women,
they are a professional future, we must teach them in the same way, we explain the same to
them, what they will do, what they should do, as they should do. (Participant, individual
interview, Chile).
I. B. Franco et al.