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Elección de carrera: efecto de la interacción entre alumnas y maestras de las áreas Ciencia, Tecnología, Ingeniería Y Matemáticas (CTIM) en Colombia 2015

dc.rights.licenseAtribución-NoComercial 4.0 Internacional
dc.contributor.advisorEnríquez Sierra, Hernán Darío
dc.contributor.advisorBayona Rodríguez, Hernando
dc.contributor.authorEspinosa Borda, Briyid Camila
dc.date.accessioned2020-07-15T17:07:51Z
dc.date.available2020-07-15T17:07:51Z
dc.date.issued2019-12-16
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/77774
dc.description.abstractThe aim of this research is to evaluate the effect of interactions between female students and STEM teachers, over career choice expectations in Colombia. A role model approach is used to explain how motivational factors affect the STEM career choice of women pursuing high school. Data of PISA 2015 for Colombia is used to estimate the likelihood of choosing a STEM career, through a Hierarchical Logit model, controlling by covariates like self-efficacy, teacher bias, school fixed effects and parent’s education. Results show that women’s STEM career choice is not influenced by interaction with a STEM woman teacher throughout the high school. On the other hand, student’s self-efficacy has a positive impact in her career choice expectation. Also, a woman pursuing high school at a private school with vocational program has less likelihood to choose a STEM career than her counterpart at a public school with vocational program.
dc.description.abstractEl objetivo de esta investigación es evaluar la incidencia de las interacciones entre estudiantes y docentes femeninas de áreas CTIM (Ciencia, Tecnología, Ingeniería y Matemáticas, STEM por sus siglas en inglés) en las expectativas de elección de carrera universitaria en Colombia. Se utiliza una aproximación de modelos de rol para explicar como factores motivacionales afectan la elección de carreras CTIM de las mujeres que están cursando secundaria. Se emplean los datos PISA de 2015 a nivel nacional para estimar la probabilidad de elegir una carrera CTIM a través de un modelo Logit multinivel, controlando por covariadas como autoeficacia, sesgo docente, efectos fijos de colegio y educación de los padres. Los resultados muestran que contar con una docente femenina de áreas CTIM en el colegio no tiene un efecto estadísticamente significativo sobre la expectativa de elección de una carrera CTIM de las mujeres. En contraste, la autoeficacia de las estudiantes tiene efectos positivos sobre la expectativa de elección de carrera en estas mujeres. Adicional, una mujer que cursa el bachillerato en un colegio privado con programa vocacional tiene menor probabilidad de elegir una carrera CTIM que su contraparte en un colegio público con programa vocacional.
dc.format.extent49
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.rightsDerechos reservados - Universidad Nacional de Colombia
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subject.ddc370 - Educación
dc.subject.ddc370 - Educación::378 - Educación superior (Educación terciaria)
dc.titleElección de carrera: efecto de la interacción entre alumnas y maestras de las áreas Ciencia, Tecnología, Ingeniería Y Matemáticas (CTIM) en Colombia 2015
dc.typeOtro
dc.rights.spaAcceso abierto
dc.type.driverinfo:eu-repo/semantics/other
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.publisher.programBogotá - Ciencias Económicas - Maestría en Ciencias Económicas
dc.description.degreelevelMaestría
dc.publisher.departmentEscuela de Economía
dc.publisher.branchUniversidad Nacional de Colombia - Sede Bogotá
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.subject.proposalModelos de rol
dc.subject.proposalrole models
dc.subject.proposalElección de carrera
dc.subject.proposalcareer choice
dc.subject.proposalCTIM
dc.subject.proposalSTEM
dc.subject.proposalSTEM
dc.subject.proposalgender
dc.subject.proposalSexo
dc.type.coarhttp://purl.org/coar/resource_type/c_1843
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2


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