<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662021000300841</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entrar no es suficiente: discursos de académicos y estudiantes sobre inclusión de mujeres en ingeniería en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Admission is Insufficient: Faculty and Student Discourse on Women's Inclusion in Engineering in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Radovic]]></surname>
<given-names><![CDATA[Darinka]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veloso]]></surname>
<given-names><![CDATA[Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[Javiera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gerdtzen]]></surname>
<given-names><![CDATA[Ziomara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Salomé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile Facultad de Ciencias Físicas y Matemáticas Dirección de Diversidad y Género]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>90</numero>
<fpage>841</fpage>
<lpage>865</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662021000300841&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662021000300841&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662021000300841&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Numerosas investigaciones han reportado que las mujeres experimentan dificultades para elegir carreras de ingeniería, obstáculos que continúan durante sus estudios. El presente artículo explora discursos de estudiantes y académicos de una carrera de pregrado de ingeniería en Chile sobre la inclusión de mujeres en ella. Se utilizaron entrevistas grupales e individuales para analizar las formas en que estos actores construyen la experiencia de las estudiantes y la influencia del género. Los resultados indican que mientras las mujeres levantan discursos de género, sus docentes sostienen discursos de neutralidad, invisibilizando o minimizando desafíos para las mujeres. Se discuten consecuencias que pueden tener ambas posiciones para la inclusión de las mujeres en las carreras de ingeniería.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Numerous studies have reported that women experience difficulties in selecting majors in engineering, and that they continue to encounter obstacles throughout their studies. This article explores student and faculty discourse regarding an undergraduate engineering major in Chile, in terms of women's inclusion in the major. Group and individual interviews were used to analyze the ways that these actors construct the female students' experience and the influence of gender. The results indicate that while the women promulgate gender discourses, their teachers sustain discourses of neutrality, while ignoring or minimizing challenges for women. The article discusses the possible consequences of both positions on the inclusion of women in engineering majors.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[análisis de discurso]]></kwd>
<kwd lng="es"><![CDATA[cultura académica]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[academic culture]]></kwd>
</kwd-group>
</article-meta>
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