<?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>S1665-26732022000100033</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La opinión de mujeres en STEM sobre lo que impulsa su inclusión]]></article-title>
<article-title xml:lang="en"><![CDATA[The opinion of women in STEM on what drives their inclusion]]></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>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>88</numero>
<fpage>33</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732022000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732022000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732022000100033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen El objetivo de este artículo fue describir la opinión de mujeres que estudian educación superior y bachillerato, en STEM (Science, Technology, Engineering and Mathematics), en el Instituto Politécnico Nacional (México), con respecto a elementos que impulsan u obstaculizan su inclusión relacionados con 2. Campo laboral de STEM; 3. La escuela y el desarrollo de los campos de STEM; y 4. Las afinidades personales con STEM. Se realizó un estudio transversal y correlacional. La obtención de los datos se efectúo por medio de un cuestionario con escala tipo Likert. Se logró una muestra de 1, 122 estudiantes. Se llevó a cabo un análisis factorial exploratorio y modelos lineales generalizados. Se encontró que las estudiantes de educación superior con las más altas afinidades personales con STEM fueron aquellas cuyas madres se dedican al hogar, junto con aquellas con un familiar que se desenvuelve en la STEM. Por su parte, las estudiantes de bachillerato cuya madre únicamente contaba con estudios de primaria resultaron con baja puntuación en afinidades personales con STEM. En relación con 3. La escuela y el desarrollo de los campos de STEM, las estudiantes de educación superior con la puntuación más alta fueron aquellas que estaban convencidas de lo que estaban estudiando. Por lo que respecta al 2. Campo laboral de STEM, las estudiantes de bachillerato que consideraron que una mujer en STEM percibe un salario mensual entre 5, 000 y 7, 000 pesos mexicanos, fueron las que mayormente expresaron que el mercado laboral favorece a los hombres. Se concluye que el IPN necesita mantener una agenda de género que permita profundizar la inclusión de las estudiantes poniendo énfasis en la organización de ferias, cursos de especialización en STEM, vinculación exclusiva para mujeres, acceso a proyectos de investigación dirigidos por investigadoras, incremento en número de becas y un sistema de captación de talento e implementación de programas de capacitación con perspectiva de género dirigido a profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract The aim of this article was to describe the opinion of women who stu dy higher education and high school, in STEM (Science, Technology, Engineering and Mathematics), at the National Polytechnic Institute (Mexico), regarding elements that promote or hinder their inclusion related with 2. STEM career field; 3. The school and the development of STEM fields; and 4. Personal affinities with STEM. A cross-sectional and correlational study was carried out. The data was obtained by means of a questionnaire with a Likert-type scale. A sample of 1, 122 students was achieved. An exploratory factor analysis and generalized linear models were carried out. Higher education students with the highest personal affinities with STEM were found to be those whose mothers are homemakers, along with those with a family member who is involved in STEM. For their part, high school students whose mother only had primary school education had a low score in perso nal affinities with STEM. In relation to 3. School and the development of STEM fields, the higher education students with the highest score were those who were convinced of what they were studying. Regar ding the 2. STEM labor field, the high school students who considered that a woman in STEM receives a monthly salary between 5, 000 and 7, 000 Mexican pesos, were the ones who mostly expressed that the labor market favors men. It is concluded that the IPN needs to main tain a gender agenda that allows deepening the inclusion of female students, emphasizing the organization of fairs, specialization courses in STEM, exclusive engagement for women, access to research pro jects led by female researchers, an increase in the number of scholar ships and a talent recruitment system and implementation of training programs with a gender perspective aimed at teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Afinidades de las mujeres con la STEM]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[mujeres en enseñanza media superior]]></kwd>
<kwd lng="es"><![CDATA[mujeres en STEM]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[women in high school]]></kwd>
<kwd lng="en"><![CDATA[women in STEM]]></kwd>
<kwd lng="en"><![CDATA[women&#8217;s affinities with STEM]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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