Educational barriers for women in STEM careers: University educational analysis in Paraguay
Barreras pedagógicas para mujeres en carreras STEM: Análisis educativo universitario en ParaguayMain Article Content
Limited female participation in STEM careers constitutes a critical educational challenge requiring specialized pedagogical analysis and comprehensive approach from contemporary educational sciences perspectives. This study systematically examines specific educational barriers for women’s access to Science, Technology, Engineering, Mathematics careers at Universidad Nacional de Asunción, methodologically comparing Facultad Politécnica and Facultad de Ciencias Exactas during 2019-2021 period with longitudinal focus. Through 2×2 factorial ANOVA statistical analysis of 1,247 incoming students, significant differences in gender access were identified (F = 8.93, p < .01) and differentiated patterns between faculties with substantial pedagogical implications for evidence-based policy development. FPUNA presents persistent systemic barriers with average gap 68% indicating exclusionary pedagogical model, while FACEN demonstrates effective inclusive strategies with balanced participation 52% female evidencing successful educational methodologies. The Findings evidence the urgent need to implement evidence-based specific educational policies and transformative inclusive pedagogical methodologies ensuring sustainable equity in Paraguayan university STEM education with measurable transformative social outcomes.
La participación limitada de mujeres en carreras STEM constituye un desafío educativo crítico requiriendo análisis pedagógico especializado y abordaje integral desde perspectivas de ciencias educativas contemporáneas. Este estudio examina sistemáticamente barreras educativas específicas para acceso femenino a carreras de Ciencia, Tecnología, Ingeniería y Matemática en Universidad Nacional de Asunción, comparando metodológicamente Facultad Politécnica y Facultad de Ciencias Exactas durante período 2019-2021 con enfoque longitudinal. Mediante análisis estadístico ANOVA factorial 2×2 de 1,247 estudiantes ingresantes, se identificaron diferencias significativas en acceso por género (F = 8.93, p < .01) y patrones diferenciados entre facultades con implicaciones pedagógicas sustanciales. FPUNA presenta barreras sistémicas persistentes con brecha promedio 68% indicando modelo pedagógico excluyente, mientras FACEN muestra estrategias inclusivas efectivas con participación equilibrada 52% femenina evidenciando metodologías educativas exitosas. Los hallazgos evidencian la necesidad urgente de implementar políticas educativas específicas basadas en evidencia y metodologías pedagógicas inclusivas transformadoras para garantizar equidad sostenible en educación STEM.
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