<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042026000101214</article-id>
<article-id pub-id-type="doi">10.18861/cied.2026.17.1.4372</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rendimiento escolar, pruebas de admisión e ingreso de mujeres a ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[School Performance, Entrance Exams, and Women Entering Engineering]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desempenho escolar, provas de admissão e ingresso de mulheres na engenharia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Garcés]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Garrido]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinosa-Valenzuela]]></surname>
<given-names><![CDATA[Denisse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042026000101214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042026000101214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042026000101214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La masiva admisión de mujeres al espacio universitario en las últimas décadas constituye uno de los fenómenos más trascendentales de los sistemas educativos latinoamericanos; no obstante, esta participación ha estado segmentada en razón del área de conocimiento, especialmente en lo que refiere a las disciplinas de Ciencia, Tecnología, Ingeniería y Matemáticas (STEM, por sus siglas en inglés), las que concentran una significativa menor proporción de estudiantes mujeres. Enfocado específicamente en Chile y en el área de Ingeniería, este artículo explora las brechas de género en el ingreso a ingeniería analizando matrícula, desempeño escolar y pruebas de selección universitaria de 58.370 postulantes a 490 programas universitarios. Mediante técnicas estadístico-inferenciales se evidencia que, aunque las mujeres muestran mejoría en los índices, su proporción de postulación y matrícula sigue siendo significativamente menor que la de los hombres. A pesar de tener mejores trayectorias escolares, obtienen puntajes más bajos en las pruebas de admisión de matemáticas. Aunque estas disparidades persisten incluso al controlar los niveles de desempeño escolar, las mujeres pueden ingresar con puntajes ponderados más altos que los hombres gracias al algoritmo de admisión universitaria. Aunque el rendimiento en matemáticas no es determinante en la elección de ingeniería, el mejor desempeño escolar de las mujeres explicaría su trayectoria académica superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The massive admission of women to universities in recent decades is one of the most significant phenomena in Latin American education systems. However, this participation has been segmented by field of study, especially in science, technology, engineering, and mathematics (STEM) disciplines, which have a significantly lower proportion of female students. Focusing specifically on Chile and the field of engineering, this article explores gender gaps in engineering admissions by analyzing enrollment, academic performance, and university entrance exam scores of 58,370 applicants to 490 university programs. Using statistical inference techniques, it shows that although women are improving their scores, their proportion of applications and enrollment remains significantly lower than that of men. Despite having better academic trajectories, they obtain lower scores on mathematics admission tests. Although these disparities persist even when controlling for academic performance levels, women can enter with higher weighted scores than men thanks to the university admission algorithm. Although mathematics performance is not a determining factor in choosing engineering, women's better academic performance would explain their superior academic trajectory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A admissão massiva de mulheres no espaço universitário nas últimas décadas constitui um dos fenômenos mais transcendentais dos sistemas educativos latino-americanos; no entanto, essa participação tem sido segmentada em função da área de conhecimento, especialmente no que se refere às disciplinas de Ciência, Tecnologia, Engenharia e Matemática (STEM, na sigla em inglês), que concentram uma proporção significativamente menor de estudantes mulheres. Com foco específico no Chile e na área de Engenharia, este artigo explora as lacunas de gênero no ingresso à carreira, analisando matrículas, desempenho escolar e provas de seleção universitária de 58.370 candidatos a 490 programas universitários. Por meio de técnicas estatísticas inferenciais, fica evidente que, embora as mulheres apresentem melhoria nos índices, sua proporção de inscrição e matrícula continua sendo significativamente menor do que a dos homens. Apesar de terem melhores trajetórias escolares, elas obtêm pontuações mais baixas nas provas de admissão de matemática. Essas disparidades persistem mesmo quando se controlam os níveis de desempenho escolar. Ainda assim, as mulheres podem ingressar com pontuações ponderadas mais altas do que os homens em função do algoritmo de admissão universitária. Embora o desempenho em matemática não seja determinante na escolha da engenharia, o melhor desempenho escolar das mulheres explicaria sua trajetória acadêmica superior.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="es"><![CDATA[admisión universitaria]]></kwd>
<kwd lng="es"><![CDATA[STEM]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
<kwd lng="en"><![CDATA[college admissions]]></kwd>
<kwd lng="en"><![CDATA[STEM]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[engenharia]]></kwd>
<kwd lng="pt"><![CDATA[admissão universitária]]></kwd>
<kwd lng="pt"><![CDATA[STEM]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Acuña]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[El autoconcepto académico como vía para reducir las brechas de rendimiento en matemáticas]]></source>
<year>2018</year>
<publisher-name><![CDATA[Universidad de Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<collab>Agencia Nacional de Investigación y Desarrollo (ANID)</collab>
<source><![CDATA[Lineamientos para evaluación ética de la investigación en ciencias sociales y humanidades]]></source>
<year>2022</year>
<publisher-name><![CDATA[Ministerio de Ciencia, Tecnología, Conocimiento e Innovación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baron-Cohen]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[The essential difference: Men, women and the extreme male brain]]></source>
<year>2012</year>
<publisher-name><![CDATA[Penguin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bogdan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Meneses]]></surname>
<given-names><![CDATA[J. Á]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preferencia por contenidos científicos de física o de biología en educación primaria: Un análisis de clúster]]></article-title>
<source><![CDATA[Revista Eureka sobre Enseñanza y Divulgación de las Ciencias]]></source>
<year>2019</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Canales]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cortez]]></surname>
<given-names><![CDATA[M. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Sáez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Brechas de género en carreras STEM]]></article-title>
<source><![CDATA[Propuestas para Chile. Concurso de Políticas Públicas 2021]]></source>
<year>2022</year>
<page-range>115-50</page-range><publisher-name><![CDATA[Pontificia Universidad Católica de Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrasco]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factores que favorecen la elección de las matemáticas como profesión entre mujeres estudiantes de la Universidad Veracruzana]]></article-title>
<source><![CDATA[Perfiles Educativos]]></source>
<year>2016</year>
<volume>38</volume>
<numero>151</numero>
<issue>151</issue>
<page-range>123-38</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cerda]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rendimiento en matemáticas: Rol de distintas variables cognitivas y emocionales y su efecto diferencial en función del sexo de los estudiantes en contextos vulnerables]]></article-title>
<source><![CDATA[Revista Complutense de Educación]]></source>
<year>2019</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>331-46</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cheryan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ziegler]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiang]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why are some STEM fields more gender balanced than others?]]></article-title>
<source><![CDATA[Psychological Bulletin]]></source>
<year>2017</year>
<volume>143</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-35</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="">
<collab>Chile</collab>
<source><![CDATA[Ley N.° 19.628: Sobre protección de la vida privada]]></source>
<year>1999</year>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DiPrete]]></surname>
<given-names><![CDATA[T. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jennings]]></surname>
<given-names><![CDATA[J. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social and behavioral skills and the gender gap in early educational achievement]]></article-title>
<source><![CDATA[Social Science Research]]></source>
<year>2012</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eccles]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[M. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What motivates females and males to pursue careers in mathematics and science?]]></article-title>
<source><![CDATA[International Journal of Behavioral Development]]></source>
<year>2015</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>100-6</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Segregación educativa en el sistema chileno desde una perspectiva comparada]]></article-title>
<source><![CDATA[El primer gran debate de la Reforma Educacional. Ley de Inclusión Escolar]]></source>
<year>2017</year>
<page-range>26-47</page-range><publisher-name><![CDATA[Ministerio de Educación de Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Green]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanderson]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The roots of STEM achievement: An analysis of persistence and attainment in STEM majors]]></article-title>
<source><![CDATA[The American Economist]]></source>
<year>2017</year>
<volume>63</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>79-93</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kwon]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;For passion or for future family?&#8221; Exploring factors influencing career and family choices of female medical students and residents]]></article-title>
<source><![CDATA[Gender Issues]]></source>
<year>2017</year>
<volume>34</volume>
<page-range>186-200</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lippmann]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Senik]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Math, girls and socialism]]></article-title>
<source><![CDATA[Journal of Comparative Economics]]></source>
<year>2018</year>
<volume>46</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>874-88</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malik]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Al-Emran]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social factors influence on career choices for female computer science students]]></article-title>
<source><![CDATA[International Journal of Emerging Technologies in Learning]]></source>
<year>2018</year>
<volume>13</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>56-70</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez-Artero]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Nortes]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Tienen ansiedad hacia las matemáticas los futuros maestros?]]></article-title>
<source><![CDATA[PNA]]></source>
<year>2022</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>191-213</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Por qué hay pocas mujeres científicas? Una revisión de literatura sobre la brecha de género en carreras STEM]]></article-title>
<source><![CDATA[Revista Internacional de Investigación en Comunicación aDResearch ESIC]]></source>
<year>2020</year>
<volume>22</volume>
<numero>22</numero>
<issue>22</issue>
<page-range>118-33</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nater-Otero]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<source><![CDATA[Biological factors in the STEM gender gap]]></source>
<year>2018</year>
<publisher-name><![CDATA[Montclair State University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O'Dea]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lagisz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jennions]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Nakagawa]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gender differences in individual variation in academic grades fail to fit expected patterns for STEM]]></article-title>
<source><![CDATA[Nature Communications]]></source>
<year>2018</year>
<volume>9</volume>
<page-range>Article 3777.</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Padilla-Fuentes]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-Garcés]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Espinosa-Valenzuela]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[egregación y despoblamiento de la matrícula de escuelas públicas en Chile: Un estudio de tendencia entre los años 2003 y 2018]]></article-title>
<source><![CDATA[Revista de la Escuela de Ciencias de la Educación]]></source>
<year>2021</year>
<volume>1</volume>
<numero>17</numero>
<issue>17</issue>
<page-range>189-204</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Paneiva]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakker]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Rubiales]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Clima áulico: Características socioemocionales del contexto de enseñanza y aprendizaje]]></article-title>
<source><![CDATA[Educación y Ciencia]]></source>
<year>2018</year>
<volume>7</volume>
<numero>49</numero>
<issue>49</issue>
<page-range>55-64</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Restrepo]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Concepciones sobre competencias matemáticas en profesores de educación básica, media y superior]]></article-title>
<source><![CDATA[Revista Boletín Redipe]]></source>
<year>2017</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>104-18</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez-Garcés]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Padilla-Fuentes]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Espinosa-Valenzuela]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[No todo es prueba de selección universitaria: El ranking como vía de inclusión a la universidad en Chile]]></article-title>
<source><![CDATA[Sophia]]></source>
<year>2021</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruiz-Gutiérrez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Santana-Vega]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elección de carrera y género]]></article-title>
<source><![CDATA[Revista Electrónica de Investigación y Docencia (REID)]]></source>
<year>2018</year>
<volume>19</volume>
<page-range>7-20</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sáinz]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[¿Por qué no hay más mujeres STEM? Se buscan ingenieras, físicas y tecnólogas]]></source>
<year>2017</year>
<publisher-name><![CDATA[Ariel]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Elacqua]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Segregación socioeconómica escolar en Chile: Elección de la escuela por los padres y un análisis contrafactual teórico]]></article-title>
<source><![CDATA[Revista CEPAL]]></source>
<year>2016</year>
<volume>119</volume>
<page-range>133-48</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Soto]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Caballero]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alzás]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Veríssimo]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis cualitativo del conocimiento grupal sobre las actitudes ante las matemáticas mediante el software de representación de redes sociales]]></article-title>
<source><![CDATA[Brazilian Journal of Education, Technology and Society]]></source>
<year>2020</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>287-97</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tellhed]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Bäckström]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Björklund]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Will I fit in and do well? The importance of social belongingness and self-efficacy for explaining gender differences in interest in STEM and HEED majors]]></article-title>
<source><![CDATA[Sex Roles]]></source>
<year>2017</year>
<volume>77</volume>
<page-range>86-96</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Usart]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Canut]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lores]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El ámbito de las STEM no atrae el talento femenino]]></article-title>
<source><![CDATA[El Observatorio Social de la Fundación &#8220;la Caixa&#8221;]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villamizar]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Trujillo]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relación entre ansiedad matemática y rendimiento académico en matemáticas en estudiantes de secundaria]]></article-title>
<source><![CDATA[Ciencias Psicológicas]]></source>
<year>2020</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Degol]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2017</year>
<volume>29</volume>
<page-range>119-40</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
