La Autovaloración como Indicador para la Permanencia de Mujeres en Carreras STEM
DOI:
https://doi.org/10.31637/epsir-2026-2498Palabras clave:
Autoconcepto, Autoeficacia, Desigualdad de género, Educación superior, Estereotipos de género, Equidad educativa, Motivación, Mujeres en STEMResumen
Introducción: El estudio tuvo como objetivo diseñar y validar de manera preliminar un instrumento para medir la autovaloración en mujeres universitarias de áreas STEM en México. La autovaloración se plantea como un constructo multidimensional que integra estereotipos de género, autoeficacia y autoconcepto, y motivación e influencia social; ofreciendo un marco analítico para comprender cómo las percepciones inciden en la permanencia dentro de las trayectorias STEM. Metodología: Se aplicó un cuestionario piloto de 11 ítems a 97 estudiantes. Mediante un análisis factorial exploratorio la escala se depuró a 10 ítems organizados en tres subescalas. Resultados: El modelo demostró adecuada validez de constructo (KMO = 0,84; Bartlett p < 0,001) y consistencia interna global alta (α = 0,829; ω = 0,884). No se hallaron diferencias significativas entre áreas STEM, lo que sugiere que las barreras de género son transversales. Las correlaciones positivas entre dimensiones confirmaron el carácter integrado del constructo. Discusión: Los hallazgos refuerzan la pertinencia de la autovaloración como indicador subjetivo de permanencia, mostrando cómo los estereotipos impactan en la motivación y autoeficacia en todas las disciplinas STEM. Conclusiones: La autovaloración emerge como un indicador prometedor para identificar riesgos en las trayectorias académicas y orientar intervenciones educativas que fortalezcan la equidad de género en STEM.
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Derechos de autor 2026 Monserrat Vargas Jiménez, José Gabriel Domínguez Castillo, Edith Juliana Cisneros Cohernour, José Manuel Ortiz Marcos
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