Gender Disparities in STEM Education and Academia: an Open Data Approach from Bolivia

Abstract

Understanding gender representation in higher education, particularly in STEM fields, is crucial for addressing disparities in access, participation, and leadership [1]. However, research and data on this topic remains scarce in Latin America [2,3], and Bolivia represents a particularly compelling case for analysis. The lack of structured gender data hinders the ability to track progress, assess the impact of policies, and develop interventions aimed at increasing diversity in STEM [4, 5]. Open and structured gender data can facilitate informed policymaking, improve institutional transparency, and foster social and economic development [6, 7].