La Autovaloración como Indicador para la Permanencia de Mujeres en Carreras STEM

Monserrat Vargas Jiménez; José Gabriel Domínguez Castillo; Edith Juliana Cisneros Cohernour; José Manuel Ortiz Marcos

doi:10.31637/epsir-2026-2498

Authors

Monserrat Vargas Jiménez Autonomous University of Yucatán https://orcid.org/0000-0002-4303-6631
José Gabriel Domínguez Castillo Autonomous University of Yucatán https://orcid.org/0000-0002-2897-913X
Edith Juliana Cisneros Cohernour Autonomous University of Yucatán https://orcid.org/0000-0003-2319-1519
José Manuel Ortiz Marcos Universidad de Granada https://orcid.org/0000-0002-4309-2553

DOI:

https://doi.org/10.31637/epsir-2026-2498

Keywords:

Self-concept, Self-efficacy, Gender inequality, Higher education, Gender stereotypes, Educational equity, Motivation, Women in STEM

Abstract

Introduction: This study aimed to design and preliminarily validate an instrument to measure self-valuation among female university students in STEM fields in Mexico. Self-valuation is conceptualized as a multidimensional construct integrating gender stereotypes, self-efficacy and self-concept, and motivation and social influence, offering an analytical framework to understand how perceptions affect persistence within STEM pathways. Methodology: A pilot questionnaire consisting of 11 items was administered to 97 students. Through exploratory factor analysis, the scale was refined to 10 items organized into three subscales. Results: The model showed adequate construct validity (KMO = 0,84; Bartlett’s test p < 0,001) and high overall internal consistency (α = 0,829; ω = 0,884). No significant differences were found among STEM areas, suggesting that gender barriers are transversal. Positive correlations among dimensions confirmed the integrated nature of the construct. Discussion: The findings reinforce the relevance of self-valuation as a subjective indicator of persistence, illustrating how stereotypes affect motivation and self-efficacy across all STEM disciplines. Conclusions: Self-valuation emerges as a promising indicator for identifying risks in academic trajectories and guiding educational interventions that promote gender equity in STEM.

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Author Biographies

Monserrat Vargas Jiménez, Autonomous University of Yucatán

Master's degree in Educational Research and Bachelor's degree in Marketing and International Business from the Autonomous University of Yucatán (UADY). Lecturer at the Faculty of Accounting and Administration at UADY. Collaborator in research and advocacy projects with the Puuc Intermunicipal Biocultural Board. Member of the International Network for Research on Social Entrepreneurship and Innovation and the Academic Network of the Milpa Maya (Ich-Ko'ol) of the Yucatan Peninsula. Research interests: gender, social marketing, marketing channels, consumer behaviour. Recent publications: Gender Challenges in STEM: A Focus on Rural Communities (2025) and Weaving Dreams in the Mayab: Stories of Entrepreneurship and Tradition (2025).

José Gabriel Domínguez Castillo, Autonomous University of Yucatán

Doctorate in Educational Research from the University of Granada, Spain. He holds a Master's degree in Higher Education from the Autonomous University of Yucatán (UADY) and is a Specialist in Virtual Learning Environments from VirtualEduca Cono Sur, Argentina. Coordinator of the Master's Degree in Educational Research at UADY. He is also certified by the British Council as an online tutor. He is a PRODEP profile and belongs to the National System of Researchers (Level 1) of the Secretariat of Science, Humanities, Technology and Innovation (Secihti). His research interests focus on the areas of: Educational Technology, Distance Education and Teacher Evaluation. His most recent articles have been published in: Gender, Technology and Development, Revista Publicaciones, Revista Pixel Bit, and the International Journal of Technology Policy and Management.

Edith Juliana Cisneros Cohernour, Autonomous University of Yucatán

She holds a PhD in Education from the University of Illinois at Urbana-Champaign. She is a full professor and Head of Graduate Programmes and Research at the Faculty of Education of the Autonomous University of Yucatán, and a member of the Mexican System of Researchers, level III. Her research focuses on improving education, especially in the evaluation and training of school principals and staff, programme evaluation, and the study of ethical and equity issues in research with vulnerable groups.

José Manuel Ortiz Marcos , Universidad de Granada

Doctor of Education Sciences from the University of Granada, with international recognition, honours distinction and Extraordinary Doctorate Award. Graduate in Primary Education with a specialisation in Specific Educational Support Needs (University of Murcia) and double master's degree in Psychopedagogical Intervention and Music Education: from a multidisciplinary perspective (University of Granada), where he was also a research initiation fellow. He is currently an Assistant Professor in the Department of Research Methods and Diagnosis in Education at the University of Granada. His research focuses on educational inclusion, disability and interculturality, with various publications and international collaborations in Erasmus+ and ERDF projects, as well as academic stays in Portugal, Vietnam and Mexico.

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