77
We are in a macho culture ... there is a long way to go. (Participants, group interview,
Colombia)
Look at the training is really for everyone, there are no branches just for women nothing,
everything is even, the training is the same, the idea is to come out of here with the same
tools and enter into equal conditions and the one that remains in the place where they work
is by their own merit. (Participant, individual interview, Chile)
6.4.6 Gender Diversity
While in the Colombian case, the participants argue that the problem of gender
diversity is an issue of supply, given the scarcity of jobs for women in the sector, in
Chile there is diversity discursive in relation to this topic. The interviewees admit
that students should be foreseen in the development of personal and social skills.
Therefore, they must “strengthen their personality”, “acquire psychological and
personal skills”and “implement leadership subjects”. It is also required that they
“develop the attitude”, “the will”, “develop soft skills”, “a psychological work is
needed”, “the university should give skills to women”, “there should be a subject
that promotes the entry of women into mining” and “women must have tolerance to
frustration”, among others.
In the case of the students of the last years we try to make several soft skills talks, personal
skills so that they can perform better in any type of situation and put them in different situations, including how to negotiate salaries [...] We here give you the tools and we hope they
take advantage of all their theoretical domain and make it work [...]. (Participant, individual
interview, Chile).
Job offers for female profiles are scarce in the sector. (Participants, group interview,
Colombia).
….I remember that there was a course that helped students develop these characteristics
(soft skills). I think those are the characteristics that women have to develop. (Participant,
individual interview, Chile)
The female students made a discursive turn and questioned adaptation as a mechanism for the inclusion of women in the field, emphasizing gender diversity and
highlighting the particularities that women contribute to the industry: “on the contrary, it is men who must learn”, “they are much more careful” and “they are much
more productive”.
Instead of women adapting to language or customs, we have to bring men to the customs
and language that women have. Make them more sensitive, more understanding, more delicate, so that they can empathize. (Participant, individual interview, Chile)
Women are very detailed and that is what they value. In some more advanced cultures it has
been determined that women are more productive, because in some way we have much
more responsibility, we are more committed, we have the ability to analyse things in a more
different, then that adds value to the business. (Participant, individual interview, Chile)
6 SDG 5 Gender Equality
We are in a macho culture ... there is a long way to go. (Participants, group interview,
Colombia)
Look at the training is really for everyone, there are no branches just for women nothing,
everything is even, the training is the same, the idea is to come out of here with the same
tools and enter into equal conditions and the one that remains in the place where they work
is by their own merit. (Participant, individual interview, Chile)
6.4.6 Gender Diversity
While in the Colombian case, the participants argue that the problem of gender
diversity is an issue of supply, given the scarcity of jobs for women in the sector, in
Chile there is diversity discursive in relation to this topic. The interviewees admit
that students should be foreseen in the development of personal and social skills.
Therefore, they must “strengthen their personality”, “acquire psychological and
personal skills”and “implement leadership subjects”. It is also required that they
“develop the attitude”, “the will”, “develop soft skills”, “a psychological work is
needed”, “the university should give skills to women”, “there should be a subject
that promotes the entry of women into mining” and “women must have tolerance to
frustration”, among others.
In the case of the students of the last years we try to make several soft skills talks, personal
skills so that they can perform better in any type of situation and put them in different situations, including how to negotiate salaries [...] We here give you the tools and we hope they
take advantage of all their theoretical domain and make it work [...]. (Participant, individual
interview, Chile).
Job offers for female profiles are scarce in the sector. (Participants, group interview,
Colombia).
….I remember that there was a course that helped students develop these characteristics
(soft skills). I think those are the characteristics that women have to develop. (Participant,
individual interview, Chile)
The female students made a discursive turn and questioned adaptation as a mechanism for the inclusion of women in the field, emphasizing gender diversity and
highlighting the particularities that women contribute to the industry: “on the contrary, it is men who must learn”, “they are much more careful” and “they are much
more productive”.
Instead of women adapting to language or customs, we have to bring men to the customs
and language that women have. Make them more sensitive, more understanding, more delicate, so that they can empathize. (Participant, individual interview, Chile)
Women are very detailed and that is what they value. In some more advanced cultures it has
been determined that women are more productive, because in some way we have much
more responsibility, we are more committed, we have the ability to analyse things in a more
different, then that adds value to the business. (Participant, individual interview, Chile)
6 SDG 5 Gender Equality