Abstract
In this research-in-progress we examine the public value of open data in advancing gender equality in STEM within academic institutions in Latin America. Using the public value paradigm, it offers a critical analysis of persistent gaps in STEM education and the limitations of data access in public universities to address them. Drawing on a case study of Bolivia’s largest public university, we present preliminary findings on access to gender-related data for students and faculty in STEM fields. While men are enrolled at roughly three times the rate of women, female students tend to outperform their male peers in completing graduation requirements such as the thesis. We also identify systemic limitations in the current open data infrastructure, including inconsistent formats, incomplete records, and limited accessibility, all of which hinder meaningful analysis, and the development of policies aimed at promoting gender equity in STEM.
Recommended Citation
Jimenez, Elizabeth; Guzman, Indira R.; Lens, Alexandro Israel; and Maciel, Cristiano, "Public Value of Open Data: Gender Equity in Bolivian STEM Education" (2025). ISLA 2025 Proceedings. 1.
https://aisel.aisnet.org/isla2025/1