Interseccionalidad y permanencia en Carreras de Ingeniería

Abstract

The permanence of women in engineering careers constitutes a relevant challenge in higher education, due to structural, social and cultural inequalities in STEM areas. The present research analyzes the relationship between intersectionality and the permanence of women in engineering careers at the Technical University of Ambato, considering factors such as gender, socioeconomic situation and social context that influence their academic career. The study was developed from an intersectional perspective taking into account the impact of economic, educational, cultural and social factors on the continuity of students within higher education. To achieve this, a mixed methodological approach was used that integrated quantitative and qualitative tools with the purpose of obtaining a broad understanding of the phenomenon. In the quantitative phase, a questionnaire was applied to engineering students, focused on analyzing variables such as family environment, academic motivation, social support, vocational guidance and the perception of gender inequality. Additionally, in the qualitative phase, an interview guide was carried out that was validated by experts, which allowed us to know the experiences and perceptions of the participants about their academic permanence. The results show that the permanence of women in engineering does not depend only on academic performance, but also on structural and sociocultural factors, gender stereotypes, economic limitations, social barriers and the level of institutional support. In this sense, research provides evidence to strengthen policies and strategies aimed at promoting gender equity, inclusion and continuity of women in higher education.