<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732021000100121</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Decodificando a los STEM en el IPN: X-Y y la brecha entre ellos]]></article-title>
<article-title xml:lang="en"><![CDATA[Decoding STEMs at IPN: X-Y and the gap between them]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Herrera]]></surname>
<given-names><![CDATA[Claudia Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>85</numero>
<fpage>121</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732021000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732021000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732021000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen Las niñas, al parecer, se conciben menos inteligentes que los niños, y ese pensamiento es posible que continúe durante los estudios uni versitarios. El objetivo de este artículo fue estudiar las percepciones de mujeres y hombres estudiantes de carreras de STEM (Science, Technology, Engineering and Mathematics), en el Instituto Politécnico Nacional (IPN; México), para identificar factores que pueden originar brechas de género en relación con la ciencia, el campo laboral, la escuela, las afinidades personales con STEM y la familia. Se elaboró un cuestionario con escala tipo Likert y se aplicaron 2 244 cuestio narios; participaron estudiantes de las carreras ingeniería industrial, licenciatura en ciencias de la informática, ingeniería en transporte, ingeniería en informática, licenciatura en física y matemáticas e inge niería matemática. El análisis de datos se llevó a cabo mediante aná lisis factorial exploratorio y modelos lineales generalizados. Se halló que los hombres encuestados aún se conciben mejores en matemáti cas y más creativos e innovadores que las mujeres. Sin embargo, los hombres redujeron su apreciación de un campo laboral masculino cuanto mayor fue el salario que atribuyeron a una mujer en STEM. También se encontró que las mujeres encuestadas con asignaturas reprobados presentaron alta afinidad personal con STEM. Se concluye que es necesario trabajar con las mujeres en STEM del IPN, con énfasis en las jóvenes que provienen de hogares cultural o socioeconómica mente desfavorecidos, con tutoría, residencia en centros de trabajo de STEM y talleres que permitan disminuir brechas de género.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract Girls, it seems, are conceived less intelligent than boys, and that thinking is likely to continue throughout college. The objective of this article was to study the perceptions of women and men stu dents of STEM (Science, Technology, Engineering and Mathemat ics) careers, at the Instituto Politécnico Nacional (IPN; Mexico), to identify factors that can cause gender gaps related to science, work, school, personal STEM affinities, and family. A Likert-type scale questionnaire was developed, and 2244 questionnaires were applied. Students from industrial engineering, bachelor's in computer science, transportation engineering, computer science engineering, bachelor's degree in physics and mathematics, and mathematical en gineering participated. Data analysis was carried out using explor atory factor analysis and generalized linear models. Men surveyed were found to still conceive themselves better in math and more creative, and innovative than women. However, men lowered their appreciation of a male job field the higher the salary they attributed to a woman in STEM. It was also found that women surveyed with failed subjects presented high personal affinity with STEM. It is con cluded that it is necessary to work with women in STEM of the IPN, with an emphasis on young women who come from culturally or socioeconomically disadvantaged homes, with tutoring, residency in STEM work centers and workshops that allow reducing gender gaps.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Brecha de género]]></kwd>
<kwd lng="es"><![CDATA[carreras STEM]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[estereotipos de género]]></kwd>
<kwd lng="es"><![CDATA[mujeres en STEM]]></kwd>
<kwd lng="en"><![CDATA[Gender gap]]></kwd>
<kwd lng="en"><![CDATA[gender stereotypes]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[STEM careers]]></kwd>
<kwd lng="en"><![CDATA[STEM women]]></kwd>
</kwd-group>
</article-meta>
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