Promoting scientific-technological appropriation in women through entrepreneurship

dc.contributor.affiliationInstituto para el Futuro de la Educación, Tecnológico de Monterreyes_MX
dc.contributor.affiliationhttps://ror.org/03ayjn504es_MX
dc.contributor.authorVázquez Parra, José Carlos
dc.contributor.authorPalomino Gámez, Sergio
dc.contributor.authorSuárez Brito, Paloma
dc.contributor.authorCarlos Arroyo, Martina
dc.contributor.institutionUniversity of Alicantees_MX
dc.date.accessioned2024-10-14T18:56:23Z
dc.date.available2024-10-14T18:56:23Z
dc.date.issued2024-12
dc.description.abstractThe appropriation of science and technology in Mexico is indispensable to developing the economy, society, and culture. In an increasingly digitalized world, establishing a scientific culture among the population is imperative for innovation in science, technology, and the humanities. The appropriation of these engagements can be very complicated, especially in women, due to cultural, social, and economic barriers anchored in traditions that inhibit its development, notably in the scientific-technological field. This article pre-sents the results of a teaching intervention in a seminar group comprising 135 students attending a female high school in the western part of Mexico. The subject was entrepreneurship in scientific and technological fields. The study’s SciTel4C methodology employed a descriptive analysis using the Minitab tool. The study observed improvements in the students' perceptions of their entrepreneurial abilities in these domains. It found that while there was a general enhancement in the participants' perception of their scientific-technological entrepreneurial skills, as evidenced by increased mean scores and a higher density of responses, the improvements in self-perceived com-petencies were not statistically significant. This suggests that although changes were noted, they could not be confidently attributed to the interven-tion, highlighting the complexities of integrating scientific and technological knowledge into educational practices and the potential of targeted interven-tions to enhance entrepreneurial skills amidst cultural barriers.es_MX
dc.format.mediumTextoes_MX
dc.identificator4||58||5801es_MX
dc.identifier.orcidhttps://orcid.org/0000-0001-9197-7826es_MX
dc.identifier.orcidhttps://orcid.org/0000-0001-7144-3173es_MX
dc.identifier.orcidhttps://orcid.org/0000-0002-7169-6215es_MX
dc.identifier.orcidhttps://orcid.org/0000-0002-5987-1041es_MX
dc.identifier.urihttps://hdl.handle.net/11285/686285
dc.language.isoenges_MX
dc.relation.isFormatOfacceptedVersiones_MX
dc.relation.urlhttps://2024.teemconference.eu/es_MX
dc.rightsrestrictedAccesses_MX
dc.rights.urihttp://creativecommons.org/licenses/by/4.0es_MX
dc.subjectHUMANIDADES Y CIENCIAS DE LA CONDUCTA::PEDAGOGÍA::TEORÍA Y MÉTODOS EDUCATIVOSes_MX
dc.subject.countryEspaña / Spaines_MX
dc.subject.keywordProfessional Educationes_MX
dc.subject.keywordeducational innovationes_MX
dc.subject.keywordSTEMes_MX
dc.subject.keywordR4C&TEes_MX
dc.subject.lcshEducationes_MX
dc.titlePromoting scientific-technological appropriation in women through entrepreneurshipes_MX
dc.title.alternativeTechnological Ecosystems for Enhancing Multiculturality TEEM 2024es_MX
dc.typeObjeto de congreso no publicado

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