Muestra la distribución de disciplinas para esta publicación.
Publicaciones WoS (Ediciones: ISSHP, ISTP, AHCI, SSCI, SCI), Scopus, SciELO Chile.
| Indexado |
|
||
| DOI | |||
| Año | 2024 | ||
| Tipo |
Citas Totales
Autores Afiliación Chile
Instituciones Chile
% Participación
Internacional
Autores
Afiliación Extranjera
Instituciones
Extranjeras
Currently, companies play a significant role in reducing gender gaps. Senior management positions need more equitable representation between men and women, with women being underrepresented in executive boards, top management, or similar positions. Evidence indicates that diversity and equitable female representation can increase the company's value. Consequently, public, private, trade, and governmental institutions have undertaken various initiatives to reduce this gap. In the Chilean context, these actions include regulations such as quotas, work-life balance, regularization of reports, and the Nch3262 standard, which companies can voluntarily certify for. Other initiatives include the Ministry of Women and Gender Equity, the Women in Senior Management Network, training programs, and various reports on gender indicator measurement. This paper reviews initiatives that directly encourage gender equity in senior management positions in Chile. It highlights their impact and the ongoing challenges, such as reducing gender stereotypes that assign expected roles to men and women, directly affecting their professional lives. It is essential to make women in senior positions visible, generate initiatives within organizations, and ensure they know the actual contribution of diverse and equitable management teams.
| Ord. | Autor | Género | Institución - País |
|---|---|---|---|
| 1 | San-Martín, Lilian | - |
Universidad Nacional Andrés Bello - Chile
Universidad de Salamanca - España |
| 2 | García-Holgado, Alicia | - |
Universidad de Salamanca - España
|
| 3 | Dominguez, Angeles | - |
Universidad Nacional Andrés Bello - Chile
Tecnológico de Monterrey - México |
| Agradecimiento |
|---|
| This research was carried out within the Doctoral Program at the University of Salamanca on Education in the Knowledge Society. (http://knowledgesociety.usal.es). This publication was supported by the Challenge-based Research Funding Project 2022 with ID # I035 - IFE005 - C1- T3 - E from Tecnologico de Monterrey. |