From discourse to practice: a case study on female autonomy and educational inclusion in a social management program at UPSE

Abstract

Introduction: This case study examines the relationship between female autonomy and educational inclusion among students in the Social Management and Development (GSD) program at the Universidad Estatal Península de Santa Elena (UPSE) during the 2024 academic period. Methodology: A qualitative and exploratory documentary design was used, systematically analyzing institutional documents from 2020 to 2024. Additionally, a conceptual framework was developed to characterize informal support networks and autonomy profiles, defining seven types of entities. Discussion: The analysis reveals a strong institutional discourse favoring inclusion and equity, particularly within the Equality Plan, which articulates commitments to affirmative action and gender integration. However, a significant gap emerges between this formal discourse and the specific implementation of gender-centered mechanisms; student support services lack explicit gender components, and the Laboratory for Inclusive Education and Participation remains unconfirmed in its operational status. Conclusions: The findings underscore that formal commitments to inclusion do not automatically translate into equitable practices, especially in professional programs oriented toward social development.