CLThe article discusses historical gender disparities in education in Chile, tracing back to the founding of secondary schools in the early 19th century, which were initially established exclusively for boys. Female equivalents were created decades later but offered different curricula, excluding girls from subjects like geometry, chemistry, agriculture, and vaccination, while focusing on domestic economics, sewing, and embroidery. Women were not allowed into higher education until 1927, after multiple efforts by female educators. Although educational reforms in the 20th century gradually integrated genders into the same curriculum, persistent gaps remain today, particularly in STEM fields (science, technology, engineering, and mathematics). According to recent data, only 32% of students admitted to STEM programs in 2025 were women, and this drops further to 20.8% when considering actual enrollment rates. The article argues that these historical inequalities justify current support measures for underrepresented groups, emphasizing that such actions are not against meritocracy but rather corrective responses to past injustice.
Bias read (Center): The article presents a historically grounded analysis of systemic gender inequality in education without overtly favoring any political ideology. It critiques historical policies and their ongoing effects but does not advocate for specific political solutions or align with a particular political立场.
