Participación de las mujeres en STEM: un enfoque interseccional
DOI:
https://doi.org/10.1590/1806-9584-2025v33n193606Palabras clave:
STEM, interseccionalidade, enseñanza superior, mujer, programa de evaluaciónResumen
Basándose en datos cualitativos de un programa de becas Ciencia, Tecnología, Ingeniería y Matemáticas (STEM) implementado en una universidad pública estadounidense, el presente artículo aboga por un enfoque interseccional específico al contexto cultural que evalúa los programas de apoyo para estudiantes. Las mujeres en programas STEM están representadas en menor escala a nivel praticamente universal. Es por eso que aquí se interroga cómo el género interactúa con otros sistemas de privilegio y opresión. Los datos presentados destacan cómo las desigualdades interseccionales basadas en el género, la raza y la clase social dan forma a las experiencias de estudiantes en los cursos STEM. Como conclusión, el artículo da recomendaciones para un enfoque interseccional para evaluaciones de programas STEM.
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