{"id":40403,"date":"2026-09-08T09:28:56","date_gmt":"2026-09-08T09:28:56","guid":{"rendered":"https:\/\/www.ull.es\/portal\/cienciaull\/?page_id=40403"},"modified":"2026-09-24T21:10:24","modified_gmt":"2026-09-24T21:10:24","slug":"mucica1","status":"publish","type":"page","link":"https:\/\/www.ull.es\/portal\/cienciaull\/mucica\/mucica1\/","title":{"rendered":"Estudio sobre el nivel vocacional de las j\u00f3venes canarias en Ciencia y T\u00e9cnolog\u00eda (MUCICA) &#8211; Mucica I"},"content":{"rendered":"<p>[vc_row][vc_column]\n<div id=\"rev_slider_404_1_wrapper\" class=\"rev_slider_wrapper fullwidthbanner-container\" data-source=\"gallery\" style=\"margin:0px auto;background:transparent;padding:0px;margin-top:0px;margin-bottom:0px;\">\n<!-- START REVOLUTION SLIDER 5.4.7.3 fullwidth mode -->\n\t<div id=\"rev_slider_404_1\" class=\"rev_slider fullwidthabanner\" style=\"display:none;\" data-version=\"5.4.7.3\">\n<ul>\t<!-- SLIDE  -->\n\t<li data-index=\"rs-473\" data-transition=\"fade\" data-slotamount=\"default\" data-hideafterloop=\"0\" data-hideslideonmobile=\"off\"  data-easein=\"default\" data-easeout=\"default\" data-masterspeed=\"300\"  data-rotate=\"0\"  data-saveperformance=\"off\"  data-title=\"Slide\" data-param1=\"\" data-param2=\"\" data-param3=\"\" data-param4=\"\" data-param5=\"\" data-param6=\"\" data-param7=\"\" data-param8=\"\" data-param9=\"\" data-param10=\"\" data-description=\"\">\n\t\t<!-- MAIN IMAGE -->\n\t\t<img src=\"https:\/\/www.ull.es\/portal\/cienciaull\/wp-content\/uploads\/sites\/24\/2026\/09\/estudio_vocacional_bn.jpg\"  alt=\"\" title=\"estudio_vocacional_bn\"  width=\"1600\" height=\"600\" data-bgposition=\"center center\" data-bgfit=\"cover\" data-bgrepeat=\"no-repeat\" class=\"rev-slidebg\" data-no-retina>\n\t\t<!-- LAYERS -->\n\t<\/li>\n<\/ul>\n<div class=\"tp-bannertimer tp-bottom\" style=\"visibility: hidden !important;\"><\/div>\t<\/div>\n<script>var htmlDiv = document.getElementById(\"rs-plugin-settings-inline-css\"); 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\/* END OF revapi call *\/\n\t\n }; \/* END OF ON LOAD FUNCTION *\/\r\n}()); \/* END OF WRAPPING FUNCTION *\/\r\n<\/script>\r\n\t\t<\/div><!-- END REVOLUTION SLIDER -->[vc_separator color=\u00bborange\u00bb style=\u00bbdouble\u00bb border_width=\u00bb10&#8243; css=\u00bb.vc_custom_1789901293504{padding-top: 3px !important;}\u00bb][vc_empty_space height=\u00bb40px\u00bb][\/vc_column][\/vc_row][vc_row][vc_column width=\u00bb1\/3&#8243;][vc_btn title=\u00bbmucica 2&#8243; color=\u00bbpink\u00bb size=\u00bblg\u00bb align=\u00bbcenter\u00bb button_block=\u00bbtrue\u00bb link=\u00bburl:https%3A%2F%2Fwww.ull.es%2Fportal%2Fcienciaull%2Fmucica%2Fmucica2|title:Mucica%20II\u00bb css=\u00bb.vc_custom_1789901692454{margin-bottom: 3px !important;border-bottom-width: 3px !important;padding-bottom: 3px !important;}\u00bb][\/vc_column][vc_column width=\u00bb1\/3&#8243;][vc_btn title=\u00bbmucica 3&#8243; color=\u00bbpurple\u00bb size=\u00bblg\u00bb align=\u00bbcenter\u00bb button_block=\u00bbtrue\u00bb link=\u00bburl:https%3A%2F%2Fwww.ull.es%2Fportal%2Fcienciaull%2Fmucica%2F|title:Mucica%20III\u00bb][\/vc_column][vc_column width=\u00bb1\/3&#8243;][vc_btn title=\u00bbInforme Completo Descargable\u00bb color=\u00bborange\u00bb size=\u00bblg\u00bb align=\u00bbcenter\u00bb button_block=\u00bbtrue\u00bb link=\u00bburl:https%3A%2F%2Fdrive.google.com%2Ffile%2Fd%2F1Fq3rvk96iifljyPUTQzFKU6dLW7wr41O%2Fview%3Fusp%3Dsharing|title:Informe%20de%20Mucica%20I\u00bb][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=\u00bb40px\u00bb][vc_custom_heading text=\u00bbmucica 1. Situaci\u00f3n de la mujer en las aulas y los espacios cient\u00edficos de las universidades p\u00fablicas canarias\u00bb font_container=\u00bbtag:h2|text_align:center|color:%23961592&#8243; google_fonts=\u00bbfont_family:Roboto%20Slab%3A100%2C300%2Cregular%2C700|font_style:700%20bold%20regular%3A700%3Anormal\u00bb css=\u00bb.vc_custom_1789928340403{margin-bottom: 10px !important;border-bottom-width: 10px !important;padding-bottom: 10px !important;}\u00bb][vc_column_text]<\/p>\n<p style=\"text-align: justify\">La primera edici\u00f3n de <strong>mu<\/strong><em>c<\/em><strong>ica<\/strong> se desarroll\u00f3 como un estudio piloto destinado a <strong><span style=\"color: #ffcc99\">conocer la situaci\u00f3n de la mujer en las aulas, como alumnado o docente, y los espacios cient\u00edficos de las universidades p\u00fablicas canarias<span style=\"color: #000000\">.<\/span><\/span><\/strong><\/p>\n<p style=\"text-align: justify\">El estudio analiz\u00f3 la trayectoria acad\u00e9mica y profesional de las mujeres en la Universidad de La Laguna y la Universidad de Las Palmas de Gran Canaria. Para ello, examin\u00f3 su presencia en los estudios de grado, posgrado y doctorado, as\u00ed como su inserci\u00f3n laboral y su incorporaci\u00f3n a la carrera acad\u00e9mica e investigadora. El an\u00e1lisis prest\u00f3 especial atenci\u00f3n a las disciplinas STEM (Ciencia, Tecnolog\u00eda, Ingenier\u00eda y Matem\u00e1ticas), en las que contin\u00faan existiendo importantes desigualdades de g\u00e9nero.<\/p>\n<p>&nbsp;<\/p>\n<h3 style=\"text-align: center\"><span style=\"color: #ffcc99\">Principales resultados obtenidos<\/span><\/h3>\n<p style=\"text-align: justify\">Los resultados mostraron que las mujeres representaban el <strong>56 % del alumnado matriculado<\/strong> en las universidades p\u00fablicas canarias. Sin embargo, esta presencia mayoritaria no se distribu\u00eda de manera equilibrada entre las diferentes \u00e1reas de conocimiento ni se manten\u00eda en todas las etapas de la trayectoria acad\u00e9mica y profesional.Entre las principales conclusiones del estudio destacan:<\/p>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=\u00bb1\/2&#8243;][vc_message message_box_color=\u00bborange\u00bb icon_fontawesome=\u00bbfas fa-angle-double-right\u00bb]<\/p>\n<p style=\"text-align: justify\">Aunque las mujeres eran mayor\u00eda en el conjunto del alumnado universitario, su presencia era menor en las titulaciones STEM. Entre los cursos 2018\/19 y 2022\/23, solo entre el <strong>26 % y el 29 % de las mujeres matriculadas en estudios de grado<\/strong> cursaba titulaciones STEM, frente a porcentajes de entre el <strong>42 % y el 44 % de los hombres<\/strong>.<\/p>\n<p>[\/vc_message][vc_message message_box_color=\u00bbwhite\u00bb icon_fontawesome=\u00bbfas fa-angle-double-right\u00bb]<\/p>\n<p style=\"text-align: justify\">La participaci\u00f3n de las mujeres en los programas de doctorado STEM experiment\u00f3 una evoluci\u00f3n positiva y un crecimiento superior al registrado entre los hombres. El n\u00famero de doctorandas en estas \u00e1reas pas\u00f3 de <strong>420 en el curso 2017\/18 a 672 en 2021\/22<\/strong>.<\/p>\n<p>[\/vc_message][vc_message message_box_color=\u00bborange\u00bb icon_fontawesome=\u00bbfas fa-angle-double-right\u00bb]<\/p>\n<p style=\"text-align: justify\">A pesar de estos avances, la desigualdad persiste. Las mujeres ten\u00edan una presencia menor en las plantillas universitarias y ocupaban, en mayor medida, puestos temporales o categor\u00edas profesionales inferiores. En 2022, representaban \u00fanicamente el <strong>37,8 % del personal funcionario de la ULL<\/strong>\u00a0y el <strong>34,16 % del de la ULPGC.<\/strong><\/p>\n<p>[\/vc_message][vc_message message_box_color=\u00bbwhite\u00bb icon_fontawesome=\u00bbfas fa-angle-double-right\u00bb]<strong>Las \u00e1reas con menor representaci\u00f3n femenina entre el personal contratado eran Ciencias e Ingenier\u00eda y Arquitectura<\/strong>, mientras que la mayor presencia de mujeres se concentraba en Ciencias Sociales y Jur\u00eddicas y en Ciencias de la Salud.[\/vc_message][\/vc_column][vc_column width=\u00bb1\/2&#8243;][vc_message message_box_color=\u00bbwhite\u00bb icon_fontawesome=\u00bbfas fa-angle-double-right\u00bb]<\/p>\n<p style=\"text-align: justify\">Las mujeres tambi\u00e9n representaban la mayor\u00eda de las personas egresadas. Durante los cinco cursos analizados se graduaron <strong>16.283 mujeres, el 62,47 % del total<\/strong>, frente a 9.781 hombres. No obstante, el n\u00famero de personas egresadas en \u00e1reas STEM segu\u00eda siendo considerablemente inferior al registrado en las \u00e1reas no STEM.<\/p>\n<p>[\/vc_message][vc_message message_box_color=\u00bborange\u00bb icon_fontawesome=\u00bbfas fa-angle-double-right\u00bb]<\/p>\n<p style=\"text-align: justify\">Se detect\u00f3 una brecha de g\u00e9nero en la continuidad de los estudios STEM hacia el posgrado. Las tasas de transici\u00f3n del grado al m\u00e1ster se situaron entre el <strong>20 % y el 22 % para los hombres<\/strong>, mientras que entre las mujeres oscilaron entre el <strong>12 % y el 15 %<\/strong>.<\/p>\n<p>[\/vc_message][vc_message message_box_color=\u00bbwhite\u00bb icon_fontawesome=\u00bbfas fa-angle-double-right\u00bb]<\/p>\n<p style=\"text-align: justify\">En relaci\u00f3n con la inserci\u00f3n laboral, las mujeres alcanzaron, a partir del tercer a\u00f1o despu\u00e9s de finalizar sus estudios, tasas de empleo ligeramente superiores a las de los hombres. En el \u00e1mbito STEM, la tasa de inserci\u00f3n laboral de las mujeres lleg\u00f3 al <strong>83 % a los cuatro a\u00f1os del egreso<\/strong>, frente al 80 % de los hombres.&lt;\/p\u00bb&gt;<\/p>\n<p>[\/vc_message][vc_single_image image=\u00bb40700&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n<p style=\"text-align: justify\">En conjunto, <span style=\"color: #ffcc99\"><strong>mu<\/strong>c<strong>ica 1<\/strong> <strong>puso de manifiesto que la presencia mayoritaria de mujeres en las universidades p\u00fablicas canarias no se traduce en una participaci\u00f3n equilibrada en todas las \u00e1reas de conocimiento ni en las distintas etapas de la carrera acad\u00e9mica e investigadora<\/strong><\/span>. Aunque se identificaron avances en el doctorado y en la inserci\u00f3n laboral, los resultados confirmaron la persistencia de brechas de g\u00e9nero en la elecci\u00f3n de titulaciones STEM, en la continuidad hacia estudios de posgrado y en el acceso a las categor\u00edas acad\u00e9micas de mayor estabilidad y responsabilidad.<\/p>\n<p>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_separator color=\u00bborange\u00bb style=\u00bbdouble\u00bb border_width=\u00bb10&#8243; css=\u00bb.vc_custom_1789901293504{padding-top: 3px !important;}\u00bb][vc_empty_space height=\u00bb40px\u00bb][\/vc_column][\/vc_row][vc_row][vc_column width=\u00bb1\/3&#8243;][vc_btn title=\u00bbmucica 2&#8243; color=\u00bbpink\u00bb size=\u00bblg\u00bb align=\u00bbcenter\u00bb button_block=\u00bbtrue\u00bb link=\u00bburl:https%3A%2F%2Fwww.ull.es%2Fportal%2Fcienciaull%2Fmucica%2Fmucica2|title:Mucica%20II\u00bb css=\u00bb.vc_custom_1789901692454{margin-bottom: 3px !important;border-bottom-width: 3px !important;padding-bottom: 3px !important;}\u00bb][\/vc_column][vc_column width=\u00bb1\/3&#8243;][vc_btn title=\u00bbmucica 3&#8243; color=\u00bbpurple\u00bb size=\u00bblg\u00bb align=\u00bbcenter\u00bb button_block=\u00bbtrue\u00bb link=\u00bburl:https%3A%2F%2Fwww.ull.es%2Fportal%2Fcienciaull%2Fmucica%2F|title:Mucica%20III\u00bb][\/vc_column][vc_column width=\u00bb1\/3&#8243;][vc_btn title=\u00bbInforme Completo Descargable\u00bb color=\u00bborange\u00bb size=\u00bblg\u00bb align=\u00bbcenter\u00bb button_block=\u00bbtrue\u00bb link=\u00bburl:https%3A%2F%2Fdrive.google.com%2Ffile%2Fd%2F1Fq3rvk96iifljyPUTQzFKU6dLW7wr41O%2Fview%3Fusp%3Dsharing|title:Informe%20de%20Mucica%20I\u00bb][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=\u00bb40px\u00bb][vc_custom_heading text=\u00bbmucica 1. 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