¿Por qué elegí ser un profesional STEM? : características y diferencias del desarrollo de la identidad STEM

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dc.contributor.advisorRodríguez Jiménez, Olga Rosalba
dc.contributor.authorUribe Barreto, Ingrith Milena
dc.contributor.orcidUribe Barreto, Ingrith Milena [0009000333500431]
dc.contributor.orcidRodriguez Jiménez, Olga Rosalba [0000000340995535]
dc.date.accessioned2026-03-13T14:04:04Z
dc.date.available2026-03-13T14:04:04Z
dc.date.issued2025
dc.descriptionilustracionesspa
dc.description.abstractEsta investigación exploró los factores que influyen en hombres y mujeres para elegir carreras STEM o No STEM. El objetivo fue identificar retrospectivamente los elementos considerados en la decisión vocacional y su asociación con el desarrollo de identidades profesionales según las comunidades de práctica (Wenger, 1998) y el modelo tridimensional de identidad científica (Carlone & Johnson, 2007). Se implementó metodología cualitativa basada en Análisis Cualitativo Interactivo (IQA), con 32 estudiantes y egresados diferenciados por género y tipo de carrera. Se encontró que la elección de carrera está influenciada por elementos identitarios y que la identidad STEM y No STEM es un proceso multifactorial en el que se encuentran diferencias por género. Las mujeres STEM desarrollan una doble construcción identitaria que requiere competencia técnica y estrategias de resistencia ante estructuras patriarcales, manifestándose en la "berraquera" como elemento distintivo, mientras que los hombres STEM experimentan desarrollo identitario fluido donde competencia, performance y reconocimiento convergen armónicamente. La elección de carreras No STEM emerge como construcción legítima donde los hombres basan su decisión en valores humanísticos y las mujeres experimentan procesos mediados por limitaciones estructurales que fortalecen la determinación y el compromiso social. El estudio contribuye a la comprensión matizada de la elección de carrera y construcción identitaria, proporcionando fundamentos para estrategias inclusivas de promoción de identidades profesionales auténticas. (Texto tomado de la fuente)spa
dc.description.abstractThis research explored the factors that influence men and women to choose STEM or non-STEM careers. The objective was to retrospectively identify the elements considered in the vocational decision and their association with the development of professional identities according to communities of practice (Wenger, 1998) and the three-dimensional model of scientific identity (Carlone & Johnson, 2007). A qualitative methodology based on Interactive Qualitative Analysis (IQA) was implemented with 32 students and graduates differentiated by gender and type of career. It was found that career choice is influenced by identity elements and that STEM and non-STEM identity is a multifactorial process in which gender differences are found. Women in STEM develop a dual identity construction that requires technical competence and strategies of resistance to patriarchal structures, manifesting itself in “berraquera” as a distinctive element, while men in STEM experience fluid identity development where competence, performance, and recognition converge harmoniously. Non-STEM career choice emerges as a legitimate construct where men base their decision on humanistic values and women experience processes mediated by structural limitations that strengthen determination and social commitment. The study contributes to a nuanced understanding of career choice and identity construction, providing a foundation for inclusive strategies to promote authentic professional identities.eng
dc.description.degreelevelMaestría
dc.description.degreenameMagíster en Psicología
dc.description.methodsPara explorar los modelos teóricos relacionados con la elección de carrera según el tipo de carrera y el género se establecieron cuatro grupos de estudio: Hombres STEM, Mujeres STEM, Hombres No STEM y Mujeres No STEM. Para cada uno de los grupos se implementó una metodología basada en el modelo IQA. Se menciona que se basó en esta metodología debido a que no fue posible cumplir con la muestra suficiente en cada uno de los grupos de estudio y por lo tanto se imposibilita analizar la información desde la perspectiva cuantitativa que utiliza el modelo IQA para construir los mapas mentales del fenómeno estudiado. En su lugar, se rescató el papel fundamental que tienen los participantes como constructores del marco teórico del fenómeno del cual ellos son parte a través de la construcción de afinidades interpretadas dentro de sus marcos conceptuales, de modo que la codificación axial y selectiva presentada en este trabajo corresponde a la hecha por los participantes y no en proceso teórico hecho por la investigadora.
dc.description.researchareaPsicología del desarrollo y la educación
dc.description.researchareaEvaluación y Mejora de Procesos Educativos
dc.format.extentxv, 121 páginas
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad Nacional de Colombiaspa
dc.identifier.reponameRepositorio Institucional Universidad Nacional de Colombiaspa
dc.identifier.repourlhttps://repositorio.unal.edu.co/spa
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/89752
dc.language.isospa
dc.publisherUniversidad Nacional de Colombia
dc.publisher.branchUniversidad Nacional de Colombia - Sede Bogotá
dc.publisher.facultyFacultad de Ciencias Humanas
dc.publisher.placeBogotá, Colombia
dc.publisher.programBogotá - Ciencias Humanas - Maestría en Psicología
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dc.relation.referencesTonso, K. L. (2006). Student engineers and engineer identity: Campus engineer identities as figured world. Cultural Studies of Science Education, 1(2), 273-307. https://doi.org/10.1007/s11422-005-9009-2
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dc.relation.referencesWang, M. T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in choice of careers in science, technology, engineering, and mathematics. Psychological Science, 24(5), 770-775. https://doi.org/10.1177/0956797612458937
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.licenseAtribución-NoComercial 4.0 Internacional
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subject.ddc150 - Psicología
dc.subject.lembORIENTACION PROFESIONALspa
dc.subject.lembVocational guidanceeng
dc.subject.lembORIENTACION PSICOLOGICAspa
dc.subject.lembCounselingeng
dc.subject.lembPSICOLOGIA-ORIENTACION VOCACIONALspa
dc.subject.lembPsychology - Vocational Guidanceeng
dc.subject.lembSOCIALIZACION PROFESIONALspa
dc.subject.lembProfessional socializationeng
dc.subject.proposalSTEMspa
dc.subject.proposalIdentidad STEMspa
dc.subject.proposalGénerospa
dc.subject.proposalElección de carreraspa
dc.subject.proposalAnálisis cualitativo interactivo (IQA)spa
dc.subject.proposalComunidades de práctica.spa
dc.subject.proposalSTEM identityeng
dc.subject.proposalGendereng
dc.subject.proposalCareer choiceeng
dc.subject.proposalInteractive qualitative analysis (IQA)eng
dc.subject.proposalCommunities of practiceeng
dc.title¿Por qué elegí ser un profesional STEM? : características y diferencias del desarrollo de la identidad STEMspa
dc.title.translatedWhy did I choose to become a STEM professional? characteristics and differences in STEM identity developmenteng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dcterms.audience.professionaldevelopmentEstudiantes
dcterms.audience.professionaldevelopmentInvestigadores
dcterms.audience.professionaldevelopmentMaestros
dcterms.audience.professionaldevelopmentPúblico general
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2

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