<?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>2007-0705</journal-id>
<journal-title><![CDATA[Nova scientia]]></journal-title>
<abbrev-journal-title><![CDATA[Nova scientia]]></abbrev-journal-title>
<issn>2007-0705</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Salle Bajío A. C., Coordinación de Investigación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-07052021000200214</article-id>
<article-id pub-id-type="doi">10.21640/ns.v13i27.2753</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las mujeres STEM y sus apreciaciones sobre su transitar por la carrera universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[STEM women and their views on their journey through college]]></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 Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas Sección de Estudios de Posgrado e Investigación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-07052021000200214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-07052021000200214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-07052021000200214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: El acceso a la educación de calidad para las mujeres permite alejarlas de la pobreza e incrementa sus posibilidades de incorporarse al mercado laboral; además, coadyuva a la disminución de la brecha de género y aporta al crecimiento, desarrollo e innovación de los países. Sin embargo, su presencia en los campos STEM (Science, Technology, Engineering, Mathematics) es un reto, pues se enfrentan en ocasiones con ambientes académicos poco favorables. Por lo anterior, el objetivo de este artículo es estudiar las percepciones de las mujeres STEM de alto rendimiento académico (en educación superior) con relación a las motivaciones que las llevaron a elegir esas carreras, sus creencias sobre la mayor presencia masculina en esos campos y su sentir sobre los posibles actos de discriminación. Además, se propone indagar sus puntos de vista con relación a la actual enseñanza de las matemáticas que reciben las niñas. Lo anterior para conocer la realidad de las mujeres STEM, con el fin de identificar áreas de oportunidad y, de esa forma, proponer acciones que permitan contribuir al crecimiento de las jóvenes que actualmente estudian carreras STEM o están por elegir lo que estudiarán.  Método: Se trata de un estudio cualitativo para el que se realizaron trece entrevistas semiestructuradas a universitarias. El análisis se llevó a cabo con el software ATLAS.ti.  Resultados: Se encontró que ellas, desde edades tempranas, mostraron un gusto por las matemáticas; además, reciben el apoyo de su familia, pero se mantiene la preocupación sobre el futuro de las mujeres en esos campos. Igualmente se halló que ellas consideran que hay más varones en estos campos porque a las mujeres les dan miedo las áreas STEM por los conocimientos que se requieren, aunado a que se tiene la creencia de que las ingenierías son para los varones; asimismo han recibido actos discriminatorios.  Discusión o Conclusión: Se concluye que las instituciones de educación superior todavía tienen el reto de trabajar para eliminar los ambientes hostiles que se producen hacia ellas. También es necesario incrementar el número de profesoras, realizar un estudio de egresadas para trazar su trayectoria laboral, trabajar sobre un programa de becas dirigido a estudiantes de estratos socioeconómicos bajos e impulsar las estancias en los sectores productivos para que conozcan los ambientes laborales relacionados con su carrera.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Access to quality education for women allows them to move away from poverty and increases their chances of entering the labor market, as well as helping to reduce the gender gap and contribute to growth, development, and innovation in their countries. However, their presence in STEM (Science, Technology, Engineering, Mathematics) fields is challenging, as they are sometimes faced with unfavorable academic environments. Therefore, the objective of this article is to study the perceptions of STEM women with high academic performance (in higher education) in relation to the motivations that led them to choose those careers, their beliefs about the greater presence of men in those fields, and their feelings about possible acts of discrimination. In addition, it is proposed to investigate their points of view in relation to the current teaching of mathematics that girls receive. All of that aimed to know the reality of STEM women, in order to identify areas of opportunity and, thus, implement actions that contribute to the growth of young women who are currently studying STEM careers or are about to choose what they will study.  Methods: This is a qualitative study for which thirteen semi-structured interviews with university women were conducted. The analysis was carried out through the ATLAS.ti software.  Results: It was found that from an early age on, these women showed interest for mathematics, in addition to receiving the support of their family, but nevertheless, concern about the future of women in these fields remains. Likewise, it was found that women consider that there are more men in this field because women are afraid of STEM areas due to the knowledge required, coupled with the belief that engineering is for men; they have also received discriminatory actions.  Discussion or Conclusion: It is concluded that higher education institutions still have the challenge of working to eliminate the hostile environments that are produced towards women students. In addition, it is necessary to increasing the number of teachers, conducting a study of graduates to trace their work trajectory, working on a scholarship program directed at students from low socioeconomic strata, and promote stays in the productive sectors so that they know the work environments related to their career.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[mujeres]]></kwd>
<kwd lng="es"><![CDATA[STEM]]></kwd>
<kwd lng="es"><![CDATA[carrera universitaria]]></kwd>
<kwd lng="es"><![CDATA[estudios]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[mercado laboral]]></kwd>
<kwd lng="es"><![CDATA[academia]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[ciencia]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[orientación profesional]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[elección]]></kwd>
<kwd lng="en"><![CDATA[women]]></kwd>
<kwd lng="en"><![CDATA[STEM]]></kwd>
<kwd lng="en"><![CDATA[college career]]></kwd>
<kwd lng="en"><![CDATA[studies]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[working market]]></kwd>
<kwd lng="en"><![CDATA[academy]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[science]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[professional orientation]]></kwd>
<kwd lng="en"><![CDATA[math]]></kwd>
<kwd lng="en"><![CDATA[choice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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