Wageningen University & Research

Gender relations in professional settings

of environmental engineering in Paraguay

Alma G. Fleitas
#910710241220

February 2019

1. INTRODUCTION diverse specializations of the profession and in

Gender relations in the work place are a
reflection of gender relations in society. This is
especially visible in professional environments
in Latin America, where gender issues are still
highly disregarded and patriarchal practices are
ingrained in many of its cultures. Issues range
from unequal work opportunities to sexual
harassment in the work place. Often policies
and procedures don’t exist to acknowledge or
face these issues. Similarly, employees are not
given the training or tools to learn how to
identify or challenge these problems that arise.
Paraguay is a small tropical country in the
middle of South America with a population of
around seven million inhabitants (International
Monetary Fund, 2018). In the metropolitan area
of Asunción, Paraguay’s capital, only two
universities have accredited environmental
engineering programs. This has created a
relatively small, familiar network of
professionals from the environmental
engineering field working in the country.
different types of organizations.
2. BACKGROUND
2.1. Gender in policy
In South America, there are still many
challenges for women entering the work force.
This often means through discrimination and
segmentation of the female work force.
According to UN Gender Specialist Roxana
Maurizio, gender perspectives need to be
included in employment and labor policies for
multiple reasons: a) it’s how individuals,
especially women, can rise from poverty and
achieve autonomy, b) women face more
challenges than men in both their offer, due to
domestic responsibilities, as well as in the
demand, where segregation and discrimination
appears, and c) there is an increase in women
heads of households and as financial providers
(2010).
2.2. Gender at Work Framework

This research focuses on how gender relations
influence professionals of environmental
engineering careers in Paraguay. Furthermore,
it seeks to understand how these issues vary in
To evaluate the different work environments
considered in this research, the Gender at Work
(G@W) framework was used. According to the
Gender at Work Organization, this framework
links organizational change, institutional
change and gender equality, believing that
change must occur both inside and outside of
each organization.
Figure 1. Gender at Work framework (2019).
This framework combines four strategies of
change: individual, systematic, formal and
informal. Individual change is made up of
measurable conditions (formal) and
consciousness and commitment (informal),
while systematic change is composed of
institutional norms (formal) and cultural
practices (informal). In order to achieve true
gender equality, all four quadrants must be
strengthened (Gender at Work: Theory and
Practice for 21st Century Organizations, 2015).
3. METHODOLOGY
3.1. Study population
For this research, five professionals were
chosen based on their diverse area of work.
These professionals all received Bachelor’s
degrees in Environmental Engineering from the
National University of Asunción. All the
professionals are below 30 years of age and
mostly work in urban settings, some with work
trips to rural areas. All participants were made
aware of the theme of the research, as well as
gave consent to share their stories and
experiences.
The interviewees:
A. Ana – United Nations Development
Program (UNDP) technician focusing on
Green Chaco Project; focused on
conservation, working with rural farmers
and producers
B. Elisa – Itaipú International Hydroelectric
Dam; International relations and
communication for UN Sustainable
Development Goals
C. Laura – National Cadastral Service;
Geoprocessing Department, using satellite
images to manage state land titles
D. Rodrigo – Natural sciences teacher at
private school and co-founder of NGO for
conservation of natural reserves
E. Maria – UNDP funded project of the
National Institute of Rural and Land
Development; Geographic Information
System technician
3.2. Interviews
The interviews were conducted in Spanish via
phone calls and lasted between 20-40 minutes.
Interview guides (see Annex 8.1) were prepared
beforehand using the Gender at Work (G@W)
framework, dividing questions into four main
themes: Resources, Formal Rules and Policies,
Consciousness and Capabilities, and Informal
Norms and Practices. Participants were also
welcome to share opinions and personal stories
related to the subject of gender relations in work
settings.
After the interviews were recorded, they were
transcribed and translated. Results were
processed, and main themes and ideas were
selected based on repetition and/or importance
of the topic.
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 Table 1. Point assignment matrix for evaluating organizations with Gender at Work quadrant themes.
G@W
1 2 3 4 5
Quadrant

Few resources Some resources Sufficient

No resources Resources cover
Resources

allocated to allocated to resources

allocated to wide variety of
general gender particular allocated to
gender issues. gender issues
issues gender issues gender issues

Some national Sufficient rules Rules and

Some national
No formal rules and internal and policies for policies for a
rules and
Policies
Rules &
Formal

and policies rules and most gender wide variety of

policies
policies issues gender issues

Some efforts
No efforts in Few isolated Sufficient efforts Consciousness
Consciousness

and displays of
& Capabilities

consciousness efforts for & opportunities & capabilities on

consciousness /
& capabilities of consciousness for multiple levels in
capabilities
employees in & capabilities in consciousness variety of gender
on general
gender issues gender issues & capabilities issues
gender issues
Acknowledgeme
Strong influence Challenging of
Strong influence nt of ingrained
of ingrained / ingrained/ Strong ingrained
Informal Norms &

of ingrained / inequality /
informal informal / internalized /
informal some
practices of inequality with mainstreamed
inequality; some systematic
inequality; no many efforts to practices for
Practices

isolated efforts efforts to

efforts to change/ equality
to change change and
change improve
improve

3.3. Multi-criteria analysis women’s empowerment to sexual

Using the Gender at Work framework quadrants,
points were assigned (1-5) for each quadrant
(criteria) for each institution using the matrix
shown in Table 1. Finally, these points were
combined for the final comparison.
4. RESULTS
4.1. Main themes
From each interview, several observations,
opinions and personal stories were shared by
the interviewees regarding each Gender at Work
quadrant. In continuation, main ideas and
discussion points will be listed from each
interview.
A. Ana
o UNDP allocates many resources and
efforts to gender equality subjects, from
harassment. Existence of gender equality
policies, protocols, safeguards, and
indicators. Also, constant employee
training and encouragement
o Challenges arise from working with rural
farmers, with traditional patriarchal
cultures and religions. General
observation of expectations that travel
and work in rural areas is for men.
o Considers current working conditions
exceptional. At previous jobs, there was
no training or exposure to gender issues
or empowerment. To grow in this subject,
women must make their own efforts
without support of companies/employers.
o Story of harassment received when
working with rural farmer; did not report
because she didn’t feel it was worth
reporting.
o Believes that women in Paraguay are so
accustomed to sexual harassment in their
daily lives that even when it appears in the

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 work place, it is normalized and not
usually seen as serious enough to report.
B. Elisa
o Existence of general gender equality
policies, protocols and committee. Gender
clauses included in contracts with service
and product suppliers.
o No workshops or dialogues about gender
issues for employees, and not enough
incorporation / internalization of gender
policies and protocols.
o Overall, equal opportunities and treatment
of women in work settings.
o Perceives that women are still less
regarded when it comes to working in rural
areas, driving or night work. Also, a
woman’s family situation influences
people’s perception of her capabilities to
fulfill her work requirements.
o Believes that some practices are
unintentional. For example, her male
colleagues will often insist on carrying her
bags or paying for meals.
C. Laura
o Equal amount of women as men in
leadership, treated equally, thanks to
changes in administration as of two years
ago. Opportunities of growth are not
limited by gender, but by corruption
(personal contacts, political favors, etc.)
o No policies, protocols, initiatives, or
training about gender issues within the
institution are made available or known to
her and her colleagues.
o Doesn’t believe that there would be
changes or consequences because of
women voicing their complaints or
concerns, for example about harassment.
o Believes that gender discrimination is
more common in private organizations,
because they make their own rules. In
public institutions, employees are
protected by special laws and the
government can’t have its people suing
them. Private institutions don’t care or
care less about their employees’ rights.
o However, in public institutions there is
almost no awareness or interest in gender
issues. This is especially due to the fact
that there are a lot of older generations
employed that have worked there for
decades and have no interest in changing
things. If gender issues aren’t
incorporated into national laws, it will not
be given importance in these institutions.
D. Rodrigo
o In educational institutions in general,
there is greater participation of women
teachers and directors. This may be
related to career preferences between
men and women.
o No official gender policies or initiatives led
by the school, but general openness and
acceptance of student led initiatives. Ex:
Women’s day dialogues.
o Protocols in place for general safety of
school staff and students, including
against sexual harassment.
o For the NGO, gender issues arise when
working with rural actors. Men engineers
give image of institutional strength and
capacity to work in rougher terrains.
o Believes that it’s more difficult for female
engineers to get work in the private sector,
because they can be very discriminatory
and have traditional views about jobs that
women can do, especially regarding rural
areas. Also believes that since these
issues are internalized and not discussed,
even many women are not aware or refuse
to acknowledge gender issues in the work
field.
E. Maria
o Began with a personal story about the
bullying she received from male
colleagues after being promoted to a
position where she had to direct them.
Considering their friendly and functional
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 relationship with these men before the business that operates under many of its own
promotion, she believes that the change in policies and regulations.
their attitudes was due to jealousy and
gender discrimination. Table 2. Multi-criteria analysis results of three
organizational categories using Gender at Work
o In her work place, all superiors were framework.
female. In general, no limitations of Inter-
professional growth due to gender. Felt G@W Quadrant National Private
national
that women and men colleagues and Resources 4 1 2
directors were treated equally.
Formal Rules &
o No resources dedicated to gender issues, 5 2 2
Policies
nor any policies, protocols or training was Consciousness
4 1 2
made available or known to her and her & Capabilities
colleagues. Informal Rules
3 2 2
& Practices
o Gave multiple stories of sexual
harassment that occurred in the
Using the point assignment matrix described in
workplace, from men directed at women.
section 3.3., points were allotted to each
However, these incidents were never
organizational category (Table 2) and a final
formally reported nor were there any
comparison was made below (Figure 2).
consequences. Now believes that
something should have been done about
it, but at the time felt that this kind of 5. DISCUSSION
behavior was “normal” and not worth
reporting. Women are expected to handle
According to the results of the multi-criteria
it themselves, by being tough or by
analysis, the least gender-equal work setting of
avoiding the harasser.
the three categories are the national
o Believes that rural fieldwork is seen as
(government led) institutions. Adversely, this is
masculine and that women can’t handle
also where women in the environmental
the “rough” conditions of such work. In her
engineering field feel they have greatest
workplace, almost all travel and work in
opportunity to find employment.
rural areas was done by men.

4.2. Strengths and weaknesses
The interviews were divided into three
categories, based on the organization/company
of the interviewee: International, National, and
Private. The UNDP and Itaipú employees were
grouped into “International” considering that
they have international regulations and
standards. The employees from the National
Cadastral Service (SNC) and National Institute
of Rural and Land Development (INDERT)
project were grouped as “National” because
they are led and directed by the national
government. Finally, the school teacher was
labeled “Private” because it is a private
Lack of more interviews from the private sector
may have led to results more favorable than
realistic. The school setting (Private category)
had more resources and consciousness and
capabilities incorporated into the organization
than perhaps private engineering consulting
firms do, thus swaying the results to make
private companies have higher results than
public institutions.
The main highlights that show progress
towards gender equality are overall feelings of
equal pay and opportunity within their work
places, the existence and adherence to family

5
 Figure 2. Radar graph comparing three organizational categories using Gender at Work framework.
International
Resources
5
4
3
2
1
Informal Rules and
0 Formal Rules & Policies
Practices
Consciousness &
Capabilities
oriented policies (maternity leave, lactation,
etc.), and the potential of external influence and
pressures by international organizations on
national and local entities.
On the other hand, some main challenges of
gender equality were also repeated throughout
the interviews. Firstly, many of the
internationally proposed measures and policies
are not internalized or mainstreamed in the
company, often existing superficially to the
practices within. Secondly, there was a general
consensus that private companies have least
concern for gender equality, feeling the freedom
to discriminate and maintain traditional views
without external pressure or motivation to
change.
Thirdly, few formal policies and protocols are in
place in national and private organizations,
where gender issues are often not even
identified as such. Finally, the majority of
professionals expressed the challenges in
working with and in rural communities, where
patriarchal traditions are still strong and
present in almost all aspects of life.
National Private
6. CONCLUSION
In order to create gender equality in
professional environments, changes have to
come on different levels and approaches. More
formal policies and procedures must be
developed in national and private organizations,
with thorough efforts to internalize and
mainstream these measures. Moreover, efforts
to raise awareness of sexual harassment and
discrimination needs to increase at both an
organizational and societal level.
Simultaneously, a national anti-discrimination
law must be passed to ensure that private
companies are held accountable for their role in
gender discrimination. Finally, through
education and awareness, changes must reach
communities in rural areas, especially were
oppressive patriarchal traditions remain
unchallenged. Further research should be
conducted into how gender relations exist on
larger scales of work settings, and how to
continue progress towards gender equality in
Paraguay.
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7. REFERENCES

Gender at Work. 2019. Gender at Work Framework. Retrieved 30 Jan 2019. Available:
https://genderatwork.org/analytical-framework/

International Monetary Fund. 2018. Paraguay. World Economic Outlook Database. Retrieved 9 Oct
2018.

Maurizio, R. 2010. Enfoque de género en las instituciones laborales y las políticas del mercado de
trabajo en América Latina. Macroeconomía del Desarrollo N 104. United Nations: Economic
Development Division.

Rao, A; Sandler, J; Kelleher, D; Miller, C. 2015. Gender at Work: Theory and Practice for 21st Century
Organizations. Routledge Publisher. 228 p.

8. ANNEXES

8.1. Interview Guideline in English

• Introduction
o Of myself and my research
o Ask for work position, years in the company, etc.
• Resources:
o Do you know of women in leadership positions?
o Are any jobs/positions in your company available to you, or are there limitations?
o At your job, are any resources dedicated to addressing gender issues / promote gender equality?
o Any workshops regarding sexual harassment or female empowerment?
o Budget for a gender committee/activities/requirements?
• Formal rules and policies:
o Is gender equality in any mission or vision statements?
o Are there guidelines for appropriate conduct between sexes?
o Policies for work-family arrangements? Fair employment?
o Are there protocols established and in practice for problems?
o Are there any indicators for equal opportunities or payment established?
• Consciousness and capabilities:
o Do employees or directives ever receive training on gender issues, solutions, etc.?
o Has the leadership/directives shown interest or concern on gender issues?
o Are there any other initiatives within the company to discuss gender topics?
o Are there any gender specialists hired in the company?
o Are you coworkers able/trained in conflict management?
• Informal norms and exclusionary practices:
o Are women in leadership treated/viewed the same as men in leadership?
o Are there any differences in expectations?
o How do the women working in the company feel that they are treated in comparison to their male
colleagues?
o Does the company treat gender issues as an internal one, or does it seem like an external
formality/requirement?
o How do women feel about voicing their concerns?
o How do traditional / local culture influence the dynamic of men and women in this field?
• Any final questions? Remarks?
Something else I should investigate or ask about in the future?