abstract
- Higher education institutions are committed to gender equality and inclusion. Increasing the participation of women in STEM careers is one of the objectives of Tecnologico de Monterrey. This study presents the design and adaptation of an evaluation instrument to identify the causes of desertion and determine specific actions to ensure the resilience of female students. The educational innovation instrument was applied to 308 students in their 6th semester (under Tec21 Educational Model) on three campuses (Monterrey, Mexico City, and Puebla). Monterrey campus had the highest participation (77%). The instrument items were grouped into five categories using a five-point Likert scale for ratings plus two open questions. The results identified an opportunity to include these upper-level university girls in mentoring programs since at least 60.1% of the students responded that they had not been previously mentored. This is valuable because it will make it possible to direct mentoring and accompaniment efforts towards upper secondary education, where they have contact with STEM subjects, but have not participated in mentoring programs.