Articles | Volume 53
Adv. Geosci., 53, 227–244, 2020
Adv. Geosci., 53, 227–244, 2020

  06 Oct 2020

06 Oct 2020

The influence of early experiences and university environment for female students choosing geoscience programs: a case study at Universidad de Chile

Tania Villaseñor et al.

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Cited articles

Acuña, N.: La nueva cara del movimiento estudiantil: tomas y paros feministas, available at: (last access: 1 August 2019), 2018. 
American Geosciences Institute: U.S female geosciences enrollments and degrees remain level in 2015, available at: (last access: 29 January 2020), Geosci. Curr., 110, 2016. 
Astin, A. W.: What matters in college? Four critical years revisited, Jossey-Bass, San Francisco, CA, 1993. 
Beede, D. N., Julian, T. A., Langdon, D., McKittrick, G., Khan, B., and Doms, M. E.: Women in STEM: A gender gap to innovation, available at: (last access: 29 January 2020), Geoscience Currents Data Brief 110, Economics and Statistics Administration Issue Brief No. 04-11, 2011. 
Blackburn, H.: The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017, Science and Technology Libraries, 36, 235–273, 2017. 
Short summary
We interviewed 12 female students to examine their experiences in geosciences at the male-dominated Universidad de Chile. The experience moved from negative to positive in the transition from the early years of college, during which they experienced gender-based discrimination, to the geoscience major within which the presence of more women improved the environment. We discuss some strategies to increase the satisfaction of female students in science, technology, engineering, and math (STEM).