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Stories about gender inequalities and influence factors: a science club case study
(Routledge, 2023-08-03) Buenestado Fernández, Mariana; Ibarra Vázquez, Gerardo; Patiño Zúñiga, Irma Azeneth; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504
This article explores the perception of gender inequality in science and the influencing factors. Data was collected through in-depth interviews with students belonging to a science club; we present it as a case study. This research sheds light on what high school and university students studying Science, Technology, Engineering, and Mathematics (STEM) perceive in Mexico, where the gender gap is the highest of all scientific disciplines, considering the relationship between science and gender through their study experiences and perspectives. The findings mainly revealed two positions: (1) denial of gender inequalities; and (2) recognition of gender inequalities associated with biological, psychological, and social factors. It is precisely this last factor that is based on a feminist position. How students define and label inequalities varies according to their participation in previous formative experiences linked to gender and contextual influences. Science education activities with a gender perspective are necessary in non-formal education spaces such as science clubs. In this sense, this work offers recommendations that can stimulate the design of training actions for a better-balanced integration of science and gender.
Student perception of the level of development of complex thinking: an approach Involving University Women in Mexico
(Routledge, 2023-03) Cruz Sandoval, Marco; Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Amezquita Zamora, Juan; Instituto para el Futuro de la Educación, Tecnológico de Monterrey
Going beyond teaching knowledge to develop students’ competencies challenges contemporary universities because acquiring knowledge is insufficient without the capacity to implement it in real environments. Complex thinking is among the most valued competencies. It allows people to reason to solve problems, integrating their scientific, systemic, critical, and innovative skills. However, theoretically, there is a gender gap in the acquisition and development of complex thinking, suggesting inequity within the training processes. This article examines how acquiring and developing complex thinking are configured in a group of Mexican university students. Employing a multivariate descriptive statistical analysis, we intended our study to identify a possible gender gap and particular characteristics in the sample of female students to understand the formation of complex thinking considering the gender variable. Our conclusion found that, although the data suggests no statistically significant gap between the genders, it is still present in the unequal development of procedural knowledge in women, affecting their perception of their ability to implement what they know when solving problems. Practically, this text shows an area of opportunity for institutions that train complex thinking and establish educational policies to promote women’s leadership.

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