The purpose of this research is to estimate the differences in sales levels between businesses owned by individuals who self-identify as Indigenous (IE) and those who do not (NIE), as well as between males (ME) and females (WE), and how this intersection may affect their sales levels. To accomplish this, an Analysis of Variance (ANOVA) is used to compare the means between the groups analyzed, and Tukey’s Honestly Significant Differences (HSD) is used to determine the magnitude and direction of these differences. The results of the study show that indigenous-owned businesses have sales that are 26% lower than the general average, while women-owned businesses have sales that are 70.6% lower in the same comparison. In addition, businesses run by indigenous women have sales that are 93.5% lower on average. These findings suggest that the challenges faced by entrepreneurs reflect the structural inequalities observed in other areas of society and highlight the need for public and private policies focused on reducing these gaps.

Women’s financial literacy and financial inclusion have gained prominence in recent years. Despite progress, knowledge and access to finance remain common barriers for women, especially in emerging economies. Globally, domestic and economic violence has been recognized as a relevant social concern from a gender perspective. In this context, financial literacy and financial inclusion are considered to play a key role in reducing violence against women by empowering them with the necessary knowledge to manage their financial resources and make informed decisions. This study aims to evaluate the determinants that influence Peruvian female university students’ financial literacy and financial inclusion. To this end, a theoretical behavioral model is proposed, and a survey is applied to 427 female university students. The results are analyzed using a Partial Least Squares Structural Equation Model (PLS-SEM). The results validate all the proposed hypotheses and highlight significant relationships between financial literacy and women’s financial inclusion. A relevant relationship between financial attitude and financial behavior is also observed, as well as the influence of financial behavior and financial self-efficacy on financial literacy. The results also reveal that women feel capable of making important financial decisions for themselves and consider that financial literacy could help reduce gender-based violence. Based on these findings, theoretical and practical implications are raised. It highlights the proposal of a theoretical model based on antecedents, statistically validated in a sample of women in Peru, which lays the foundation for understanding financial literacy and financial inclusion in the Latin American region.

This study investigates the impact of Foreign Direct Investments (FDIs) on wage dynamics in Slovakia and Slovenia, with a particular emphasis on gender-specific effects in post-Communist emerging markets. By analyzing wage outcomes for male and female workers separately, the research reveals potential disparities in FDIs-driven wage growth. Employing econometric techniques and longitudinal data, the study explores the nuanced relationship between FDIs, wage policies, and economic development over time. A temporal lag in FDIs analysis suggests that Slovakia and Slovenia have experienced differing impacts from past foreign capital flows. In Slovakia, significant correlations indicate persistent FDIs influence and a pronounced effect on gender wage disparities. In Slovenia, more moderate correlations and FDIs volatility suggest a less stable relationship between external investment and wage dynamics. The originality of this research lies in its comparative approach, examining two distinct post-Communist nations and identifying unique country-specific patterns and trends. This study contributes to a deeper understanding of FDI’s role in labor market management and its implications for gender equality in two European emerging economies.

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

The purpose of this study was to assess rural students’ computational thinking abilities. The following proofs were observed: (1) Students’ abstraction affected algorithmic thinking skills; (2) Students’ decomposition influenced algorithmic thinking skills; (3) Students’ abstraction impacted evaluation skills; (4) Students’ algorithmic thinking affected evaluation skills; (5) Students’ abstraction impacted generalization skills; (6) Students’ decomposition impacted generalization skills; (7) Students’ evaluation affected generalization skills. Gender differences were observed in the relationship among the computational thinking factors of junior high school students. This included the abstraction-generalization skills; evaluation-generalization skills; and decomposition-generalization skills relationships, which were moderated by the gender of the students. 258 valid surveys were collected, and they were utilized in the study. Conducting the descriptive, reliability, and validity analyses used SPSS software, and the structural equation modeling (SEM) was also conducted through Smart PLS software to assess the hypothetical relationships. There were gender disparities in the correlation among computational thinking components of the junior high school students’ studying in rural areas. Research has shown that male and female students may have different abstractions, evaluations, and generalizations related to computational thinking, with females being more strongly associated than males in non-programming learning contexts. These results are expected to provide relevant information in subsequent analyses and implement a computational thinking curriculum to overcome the still-existing gender gaps and promote computational thinking skills.

This study aims to determine the extent of gender inequality in human resource development in Indonesia against Association of South East Asian Nations (ASEAN). This research using secondary data from various relevant sources. There are five dimensions that and are important for measuring gender equality, namely economic participation, economic opportunities, political empowerment, educational attainment, and health and welfare. The assessment was carried out on Indonesia and other countries in Southeast Asia. The results of the study show that Indonesia has the lowest gender development index (GDI) score compared to the average in ASEAN. Then, gender empowerment measure (GEM) Indonesia increased slowly. The most striking gap is in the income dimension, where men’s income far exceeds women’s income. This happens because women work less than men because women are more traditional in domestic roles in Indonesia, where women are prioritized in managing the household. However, for political indicators, there has been an increase in the number of women in parliament, but the target has not yet reached 30 percent of the total number of women in parliament. This situation shows that there is a reduction in the gender gap in the economy and politics. But the number is still too small, it is necessary to increase the equally distributed equivalent percentage (EDEP) for the Economic Participation Index, Parliamentary Representation Index and Income Index.