Integration of Gender Aspects in Mining Engineering Education
Introduction
Despite a gradual increase in female representation within the mining industry, numbers remain significantly low, presenting a range of challenges for women in this field. This lack of representation is also evident in mining engineering education, where female students constitute a markedly smaller proportion compared to their male counterparts. However, the mining sector stands to gain immensely from a more diverse workforce, as it can foster innovation and drive sustainable practices – benefits that can only be realized through the recruitment of individuals from mining engineering programs.
Recognizing workforce equality as a global goal for sustainable development underscores the urgent need to address gender disparities in mining engineering education. To effect meaningful change, three critical aspects must be combined: the empowerment of women, the eradication of discrimination and the strengthening of gender- and diversity-related skills.
This paper explores the current status of women in mining, with a particular focus on mining engineering education. It formulates three gender-related goals aimed at fostering inclusion and diversity within the educational landscape. Based on these goals, the paper outlines specific measures tailored to the various stages of the student life cycle and identifies key stakeholders essential for driving these initiatives forward. Finally, the paper concludes with an outlook on the importance of both local and global collaborations to promote gender equality in the mining sector. Through these efforts, we can work towards creating a more equitable and diverse environment that benefits not only women in mining but the industry as a whole.
Women in mining (engineering education)
Mining has traditionally been regarded as a male-dominated industry, often justified by the argument that it requires strenuous manual labor. However, these assumptions are only partially accurate. Historically, women and boys under ten were prohibited from working in British underground mines following public outcry, leading to the Mines Act of 1842. This act served as a model for the International Labour Organisation (ILO) to prohibit women’s labor underground globally. Lahiri-Dutt (1) argues that this exclusion of women has contributed to the contemporary hypermasculinity in the mining industry. Notably, the exclusion of women from mining is more recent than the introduction of the steam-engine and the related advent of modern mining practices, which demand intellectual engagement over physical strength. Nevertheless, this historical ban and the public image it fostered continue to shape today’s mining industry. Globally, the situation varies significantly by country. Currently, 68 nations adhere to the ILO convention, systematically excluding women from underground work and, in some cases, even from studying mining (2). This restriction extends to prohibiting female visitors from mine sites, which prevents international female students from gaining essential underground experience and represents a clear instance of intersectional discrimination.
Beyond legal frameworks, the underrepresentation of women in the mining sector persists across various contexts. In Artisanal and Small-Scale Mining (ASM) activities, which are common in many developing countries, mining initially appears to offer economic opportunities for women and presents also a significant potential for female empowerment. However, mining in different settings often expose women to numerous challenges as e. g. discrimination, sexism, harrasment, lack of support, unequal opportunities and payment, indadequate infrastructure and equipment, particularly related to entrenched gender roles and marginalization (3, 4, 5).
At the corporate level, despite reduced physical demands in roles such as mining engineering, female participation remains disproportionately low. A study within a Brazilian mining corporation, i. e. which has actively sought to increase its female workforce, found that women comprise only 16 % of its employees. Similarly, in the Swedish mining industry, women represent only 14 % of mining engineers and a mere 2 % of the production workforce, making it the fourth most male-dominated industry in Sweden. Overall, 77 % of the sector’s employees are male (6,7). These statistics underscore the persistent gender disparities within various segments of the mining industry. Despite legal advancements and increased awareness, women’s participation in mining, particularly at higher levels of responsibility, remains critically limited. This ongoing imbalance highlights the urgent need for sustained and effective interventions to bridge the gap and foster a more inclusive mining work environment.
The low representation of women and the prevailing societal perceptions of mining exacerbate the challenges the industry faces as a STEM (science, technology, engineering and matheÂmatics) field, which already struggles to attract female interest. The absence of role models in the industry amplifies the influence of family and educators. According to Las Cuevas et al. (8), familial behaviors, discomfort with the male-dominated environment, and teachers perpetuating outdated gender stereotypes can discourage girls from pursuing technical careers. This includes instances where females are dissuaded from becoming engineers and are influenced early in life by gendered role models.
These challenges are further reflected in student enrollment numbers. The 2018 SOMP survey, which lastly documented female student enrollment in mining-related fields, revealed that, on average, only 19 % of students were female (Figure 1).
There is significant variation across continents, with the lowest percentages in Asia, where the ILO convention remains widely enforced. But lately there is a growing tendency for women to be included in mining degree programs.
In Germany, the trend of increasing female participation in mining-related degree programs, which extends beyond just mining engineering, is noteworthy as shown in figure 2.
This upward trend reached its peak in the winter term of 2022/23, with women comprising 23 % of students in the field. However, this share has since experienced a slight decline. When compared to other engineering disciplines, similar trends can only be marginally observed in fields such as chemical and mechanical engineering. According to statistical data, mining ranks in the middle among selected engineering fields in terms of female representation. It has a lower proportion of female students than Civil and Chemical Engineering but a higher share than Industrial Engineering with an engineering focus and Mechanical Engineering. These figures highlight the relative positioning of mining within the broader engineering disciplines concerning gender representation.
These statistics indicate progress in the education of women in Mining Engineering, but there remains a considerable journey toward achieving gender equality in both education and the workforce. The current status underscores the need for concerted efforts to attract more female students to mining-related programs. Additionally, those already enrolled in these programs must be supported and protected from discrimination, which is often prevalent in male-dominated fields. It is crucial for all participants – students, educators and industry professionals – to collaborate in fostering an inclusive workforce where everyone can work effectively and equitably.
Gender-related goals in mining engineering education
Based on these findings, it is essential to establish gender-related goals that promote equality, empowerment and awareness. These goals are driven by the understanding that fostering an inclusive learning environment will not only benefit individuals but also enhance the overall effectiveness and innovation within the industry.
Awareness and competencies
One of the primary objectives is to cultivate a heightened awareness of gender issues within the educational framework. This can be achieved by preventing discrimination and promoting a culture that values diversity and inclusion. Strengthening gender and diversity competencies is vital for educators and students alike. This includes identifying and addressing cultural barriers that may hinder participation and success for marginalized groups.
Creating opportunities for students to critically examine gender dynamics in the mining sector is fundamental. Integrating coursework i. e. that discusses the implications of gender on engineering practices and decision-making can highlight the necessity of gender awareness in technical fields. Additionally, by ensuring that specific competencies related to gender are included in the curriculum, we can help students recognize and challenge neglectful attitudes toward gender issues.
Equality, empowerment and engagement
Cultivating an inclusive atmosphere in mining engineering education is paramount to ensuring that all students, regardless of gender, feel supported and valued. It is essential to actively clarify that initiatives aimed at women’s empowerment do not detract from opportunities for men; rather, they enrich the educational environment for everyone. When we promote equality, we foster a culture that uplifts all students, helping to break down barriers and challenge stereotypes.
By creating a learning space where every individual feels a sense of belonging, we can encourage deeper engagement and commitment to their educational pursuits. This entails implementing targeted strategies that specifically support the academic and professional journeys of female students, such as mentorship programs, networking opportunities and specialized workshops. These initiatives should be designed to enhance their skills and knowledge in ways that resonate with their unique experiences and aspirations, ultimately contributing to a more balanced and equitable future within the field of mining engineering.
Key goals
From the discussions above, three central goals emerge for gender-related initiatives in mining engineering education:
- Empower women: Implement programs and policies that actively support the recruitment, retention and advancement of women in mining engineering.
- Prevent discrimination: Establish mechanisms to identify and address discriminatory practices within the educational system, creating a safe and equitable environment for all students.
- Strengthen gender and diversity competencies: Develop and integrate curricula that enhance understanding of gender and diversity, equipping students with the necessary skills to navigate and challenge inequities in their professional lives.
Having outlined the key gender-related goals in mining engineering education, it is imperative to consider how these objectives can be systematically integrated throughout the student life cycle. From recruitment and admission to academic support and career placement, there are myriad opportunities to implement strategies that embody these goals. The following section will explore these aspects in detail, demonstrating how a comprehensive approach to the student life cycle can ensure that gender awareness and empowerment are woven into the fabric of mining engineering education.
Goals and measures based on the student life cycle
The model of the student life cycle is globally used. As shown in figure 3, it describes the way to the university (blue), at the university (yellow) and in the job (red) with the connection to the university. In order to work on gender quality in mining, all stages need to address the defined goals.
Recruitment phase
The recruitment phase is pivotal in shaping the future of mining engineering education by fostering inclusivity and diversity within the applicant pool. A primary objective is to establish a discrimination-free recruitment process by actively engaging women and showcasing diverse role models from the mining sector. Training recruitment personnel in inclusive practices and developing representative marketing materials are essential steps toward achieving this goal.
The main challenge is still the traditionally masculine image of mining. By highlighting diverse narratives and countering stereotypes through promotional activities, a more welcoming environment can be created. Increasing the representation of women in mining engineering begins with supporting female high school students in their academic decisions. Initiatives such as taster programs and targeted outreach efforts can provide valuable insights and encourage young women to consider careers in this field.
By addressing these goals during the recruitment stage, we can establish a more balanced and equitable student demographic in mining engineering programs, ultimately contributing to a diverse and innovative workforce in the industry.
Selection and application stage
The selection and application stage is critical in determining the diversity of the student body in mining engineering programs. AÂ primary goal during this phase is to ensure a fair and unbiased selection process. This can be achieved by implementing gender-neutral application procedures and providing bias training for selection committees to help them recognize and mitigate unconscious biases.
While there are no specific goals or measures related to strengthening competencies in this phase, a significant focus remains on promoting women in mining engineering. One essential aim is to maintain high transition rates for female applicants. This can be accomplished by offering support for application processes, providing information about scholarships and facilitating resources that assist women throughout their journey.
Admission and enrollment stage
The admission and enrollment stage is crucial for ensuring a smooth transition into university life for all students. A primary objective during this phase is to create a discrimination-free enrollment process, which can be achieved through training personnel involved in admissions and implementing flexible, accessible enrollment procedures. It is also important to make support contact points readily available to new students.
Strengthening competencies at this stage is vital. Implementing introductory events focused on respectful interactions can lay the groundwork for a culture of inclusivity and support among students and faculty. Supporting and encouraging female enrollment is another key objective. This can be addressed through targeted measures such as scholarships specifically for women and orientation programs designed to help them acclimate to the academic environment. Specialized onboarding experiences can further enhance the sense of belonging for female students, ensuring they have the resources necessary for success.
Area of study
The area of study is a critical stage that shapes the educational experiences of students. In this context, the overarching goal is to create a discrimination-free learning environment. Achieving this requires focused training for faculty and staff to recognize and address discrimination effectively. Establishing designated contact persons for discrimination-related issues is essential, as is the implementation of accessible, low-barrier processes for all students.
The ambitions to strengthen competencies are aligned with the aim of fostering an inclusive and supportive learning environment. To operationalize this, competencies related to diversity and inclusion should be integrated throughout the curriculum. This can be achieved through careful formulation of learning objectives that explicitly address inclusive practices.
In terms of constructive alignment, the subdivision of the area of study includes three key components: learning objectives, teaching and learning activities and assessments.
Learning objectives: The goal here remains to create a discrimination-free learning environment by ensuring that learning objectives are formulated in inclusive language. Essential competencies should be integrated into the study program through their incorporation into various learning objectives.
Teaching and learning activities: The aim is to establish a discrimination-free space that promotes a culture of non-tolerance towards discrimination. This includes providing individualized support to help students navigate the balance between their academic obligations and personal responsibilities. It can also be particularly beneficial for students with parenting responsibilities if there are fewer mandatory attendance events and instead, more innovative learning models are offered. Approaches such as the blended-learning concept can significantly contribute to improving the balance between family life and academic studies, providing greater flexibility and accessibility for those who need to manage both commitments effectively. Teaching and learning activities should actively engage female students, and training for educators on inclusive teaching practices is crucial to foster an equivalently supportive environment for all.
Assessment: Awareness of biases in assessments is vital. Exams should be designed with this awareness in mind. Marsh (9) presents a number of biases and examiners must raise their awareness for them to ensure fairness in evaluation. Furthermore, it is essential to identify assessment methods that adequately measure the competencies being taught while ensuring equitable treatment for all students.
Supporting female students remains a priority through individual programs, such as coaching, mentorship and career planning. Dedicated contact persons for female students will enhance their educational experience and facilitate their professional development.
The graduation and job search stage represents a major transition for students as they prepare to enter the workforce. A primary goal during this phase is to prevent any form of discrimination, ensuring that there is no pre-judgment or systematic exclusion of graduates based on gender or other characteristics. This also involves actively supporting students in addressing and navigating inappropriate behaviors they may encounter in the job market.
Strengthening competencies is another critical objective, particularly in highlighting gender and diversity competencies as valuable assets. By helping students identify additional qualifications and skills that are attractive to employers, we can reinforce their confidence and marketability in the industry.
In terms of promoting female students, a specific goal is to retain women in the mining sector and support their placement in appropriate positions. Organizing career pathway workshops can provide valuable insights and guidance, while establishing connections with industry professionals will facilitate networking opportunities for female graduates.
The alumnae stage plays a critical role in maintaining ongoing connections and support for graduates as they progress in their careers. A fundamental goal in this phase is to uphold a non-tolerance stance towards discrimination, ensuring that all alumnae feel valued and supported within the network. This can be achieved through inclusive event planning, such as incorporating childcare options at alumni gatherings, to foster accessibility and participation for all.
Strengthening competencies continues to be important by actively integrating the experiences of alumni into the development of skills and competencies for current students. Collaborating with alumnae to share their insights can enhance the educational framework and provide valuable resources for skill development.
Promoting female alumnae is equally crucial. Establishing connections between current students and alumnae can provide role models who inspire and guide future generations. By involving successful women in the mining industry as mentors and speakers, we can help shape a positive image of female leadership in the field.
Over all stages across the student life cycle, addressing gender equality in mining engineering education necessitates a multifaceted approach that integrates specific goals and measures at each stage. To create a truly inclusive environment, overarching cross-sectional measures must be established that permeate all facets of the educational journey.
One critical aspect is the ongoing training of all involved personnel on issues related to discrimination and unconscious bias. This training is essential for fostering awareness and understanding, enabling staff to recognize and address biases that may impact student experiences and outcomes. Additionally, educators should receive specialized training on designing diversity-sensitive learning environments, ensuring that safe and supportive spaces are created for all students.
Establishing the institution as a non-tolerance area for discrimination further reinforces the commitment to inclusivity, supported by accessible resources for students in need. This entails clear communication of policies and the availability of contact points for support and guidance.
Furthermore, the integration of gender-sensitive language across communications and curricula is vital in reinforcing values of equality and respect. The first step is to reflect one language and talk about “Bergleute” instead of “Bergmänner” in German and either “Drägerwomen” or “mine rescue worker” instead of “Drägermen” as those words draw pictures in brains of small and big people and can make mining more or less accessible for young girls. By embedding these principles into the fabric of mining engineering education, we can work towards a culture that not only promotes gender equality but also celebrates diversity and inclusivity.
Collectively, these efforts can significantly enhance the educational experience, empowering all students – particularly women – to succeed and thrive in the mining industry. Through continued dedication to these goals, we can cultivate a more equitable, innovative and dynamic workforce that reflects the diversity of our society.
As we move forward, it is crucial to recognize the role of key stakeholders in driving these initiatives. In the next chapter, we will examine the various stakeholders involved in promoting gender equality in mining engineering education, their responsibilities and how their collaborative efforts can lead to sustained positive change within the educational landscape.
Role of key stakeholders
The successful implementation of these strategies relies on the active involvement and collaboration of various groups. At the forefront are lecturers, who play a vital role in shaping students’ educational experiences. The importance of employing gender-sensitive teaching methods cannot be overstated, and it is essential that lecturers receive adequate training and support to equip them with the necessary skills and knowledge. Clear measures must also be implemented to effectively integrate gender considerations into the curriculum. Individual lecturers can influence and enact changes in their teaching practices, while institutional policies and support from administration play a key role in creating a cohesive approach.
Visible female role models in academia and industry serve as powerful motivators for students, significantly enhancing the learning environment. Strategies should be developed to increase the visibility of these role models, allowing students to see pathways for success that include diverse representations in the field.
Industry representatives are also crucial, particularly during internships, practical training opportunities and as external lecturers. Their involvement can address restrictions and create opportunities for female students, ensuring that the experiences provided foster growth and development within the industry.
Experts in awareness and gender-sensitive education contribute significantly to this initiative by developing and implementing awareness programs that integrate gender sensitivity into the curriculum. These programs are essential for cultivating an educational culture that values inclusivity and respect, enriching the overall learning experience.
Lastly, it is imperative to acknowledge that students themselves are the most important stakeholders in modern education, which is student-centered. Their views and needs, encompassing both male and female perspectives, must be prioritized. Engaging students in dialogue and integrating their feedback is essential for creating an educational environment that truly supports and empowers all individuals in their academic and professional pursuits. Through the combined efforts of these key stakeholders, we can foster a more equitable and inclusive mining engineering educational landscape, ultimately leading to sustained positive change within the educational framework.
Outlook: local commitment and global efforts
As we look toward the future, it is clear that a local and global commitment to promoting gender equality in mining engineering education is essential. The measures outlined throughout this discussion serve as a roadmap for actionable steps at various levels. On a local scale, it is crucial to tailor recruitment efforts to attract women into mining programs and roles within the specific context of each institution. This includes creating a supportive work environment that not only encourages but actively facilitates women’s career progression. Implementing inclusive policies that ensure gender equality across the university as both an educational and workplace setting is imperative. Additionally, increasing the visibility of women in leadership and academic roles within the local community will serve to inspire future generations.
Sustained local efforts are vital to effectively promote gender equality. Universities must collaborate closely with industry and schools to reshape perceptions of mining and foster promising career pathways for prospective students. By developing local networks, these partnerships can create a robust support system that encourages diverse participation in the mining sector.
On a global scale, setting international standards for gender equality within mining is a critical endeavor. Establishing clear guidelines and frameworks will help shape policies and practices across various institutions. Networking and mentorship opportunities for women in mining on a global scale will further provide essential support and resources to women striving for success in this field. Additionally, capacity building efforts are needed to support the creation of new mining schools and departments that prioritize diversity from their inception. Sharing best practices and successful gender equality initiatives across countries and institutions will enhance learning and collaboration, facilitating broader systemic change.
A notable example of successful global collaboration is the Society of Mining Professors (SOMP), which serves as a catalyst for change by advocating for global standards and guidelines for gender equality in mining education. By harnessing both local and global efforts, we can create a more inclusive and equitable landscape in mining engineering education, ultimately fostering a diverse and innovative workforce that reflects the needs and perspectives of society as a whole.
Summary
This paper explores the imperative of promoting gender equality in mining engineering education, emphasizing the empowerment of female students as a major goal. It identifies three key objectives aimed at creating a more inclusive academic environment: empowering women, preventing discrimination and strengthening gender and diversity competencies.
To empower women, the paper advocates for implementing targeted programs and policies that support their recruitment, retention and advancement within mining engineering. Additionally, establishing mechanisms to identify and combat discriminatory practices is essential for fostering a safe and equitable educational environment for all students. The integration of gender and diversity competencies into the curriculum is also highlighted, equipping students with the skills necessary to navigate and challenge inequities in their professional lives.
The discussion further incorporates a detailed matrix outlining the student life cycle, which spans from recruitment through graduation to alumnae engagement. Each stage includes specific, narrowed goals and measures designed to enhance the educational experience of students. Crucially, the identification of key stakeholders – such as lecturers, industry representatives and students – underscores the collaborative effort required to drive meaningful change in mining engineering education.
Moreover, the paper emphasizes the importance of sustained local commitment and the formation of networks that connect local initiatives with global efforts. By establishing strong links between universities, industries and schools, the paper argues for a comprehensive approach to reshaping perceptions of mining and fostering promising career pathways for all students.
In conclusion, the measures proposed in this paper are actionable and can be readily applied in educational contexts. By focusing on these goals and fostering collaboration among stakeholders, we can cultivate a more diverse and inclusive mining engineering education that not only supports female students but also enriches the entire industry.
References / Quellenverzeichnis
(1) Lahiri-Dutt, K. (2020): The act that shaped the gender of industrial mining: Unintended impacts of the British mines act of 1842 on women’s status in the industry. In: The Extractive Industries and Society, 7(2), pp 389 – 397. https://doi.org/10.1016/j.exis.2019.02.011
(2) International Labour Organisation: Ratifications of ILO conventions: Ratifications by Convention. https://www.ilo.org/dyn/normlex/en/f?p=1000:11300:0::NO:11300:P11300_INSTRUMENT_ID:312190
(3) Baddianaah, I. (2023): Navigating access to golden lands: Gender roles and constraints of women in artisanal and small-scale mining operations in north-western Ghana. In: Geo: Geography and Environment, 10 (2), Article e130. https://doi.org/10.1002/geo2.130
(4) Buor, D.; Ayim, G. (2019): Women in Artisanal and Small-Scale Mining in the Adansi North District, Ghana. In: Global Journal of HUMAN-SOCIAL SCIENCE: B Geography, Geo-Sciences, Environmental Science & Disaster Management, 19(3). https://globaljournals.org/GJHSS_Volume19/3-Women-in-Artisanal-and-Small.pdf
(5) Mendes, L. M. C.; Gomes-Sponholz, F.; Monteiro, J. C. D. S.; Pinheiro, A. K. B., Barbosa, N. G. (2022): Women who live in mining on the French-Brazilian border: Daily challenges. In: Revista Brasileira De Enfermagem, 75(6), e20210688.  https://doi.org/10.1590/0034-7167-2021-0688
(6) International Labour Organisation (2021): Women in Mining: Towards Gender Equality. International Labour Organisation (ILO). https://ebookcentral.proquest.com/lib/kxp/detail.action?docID=6941144
(7) Johanson, K. (2022): A Gendered Analysis of Employment and Skills in the Large-Scale Mining Sector: Sweden. https://www.iisd.org/system/files/2023-04/women-mine-of-the-future-sweden.pdf
(8) de las Cuevas, P.; GarcĂa-Arenas, M.; Rico, N. (2022): Why Not STEM? A Study Case on the Influence of Gender Factors on Students’ Higher Education Choice. In: Mathematics, 10 (2), 239. https://doi.org/10.3390/math10020239
(9) Marsh, H. W. (2007): Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness. In: R. P. Perry & J. C. Smart (Eds.): The Scholarship of Teaching and Learning in Higher Education: An ÂEvidence-Based Perspective, pp 319 – 383. Springer Netherlands. https://doi.org/10.1007/1-4020-5742-3_9
