Abstract
In the State of Oaxaca, Mexico, there is a significant gap in access to higher education and this gap increases when it comes to access to STEM careers. Furthermore, the percentage of women who have access is even lower. For this reason, this work aims to design and validate a mentoring model with gender perspectives within higher education to facilitate and encourage the participation of indigenous women in academic disciplines of science, technology, engineering and mathematics in the State of Oaxaca, Mexico. For this purpose, we propose to conduct two studies with a quantitative and qualitative perspective, which will first allow us to conduct exploratory research where we can obtain the profiles of the participants through a questionnaire and then validate the information in the different focus groups. Although the proposed research project has an exploratory approach, it can shed light on the need to address indigenous women's lack of educational inclusion in these areas.
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Acknowledgements
This research work has been carried out within the University of Salamanca PhD Programme on Education in the Knowledge Society scope (http://knowledgesociety.usal.es) [26, 27] and was partially supported by the predoctoral contracts of University of Salamanca 2021, co-funded by Banco Santander.
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García-Silva, E., García-Holgado, A., Sánchez-Gómez, M.C. (2023). Indigenous Women in Higher Education in STEM: A Case Study in Oaxaca. In: García-Peñalvo, F.J., García-Holgado, A. (eds) Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality. TEEM 2022. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-99-0942-1_129
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