Innovación inclusiva en educación superior: evidencia sobre emprendimiento y diversidad sexual
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https://doi.org/10.55965/setp.5.10.a3Palabras clave:
intención emprendedora, diversidad sexual, acceso a recursos, innovaciónResumen
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Contexto. El emprendimiento en la educación superior en México ocurre en un entorno marcado por desigualdades en el acceso a recursos y sesgos hacia las minorías sexuales. Aunque las universidades promueven la inclusión alineada con los ODS, la evidencia sobre emprendimiento LGBTQ+ sigue siendo limitada. Este estudio analiza si dichas brechas afectan la intención emprendedora (IE) de los estudiantes.
Problema. La literatura suele asumir que la discriminación y la debilidad de las redes de apoyo reducen la IE de las minorías sexuales, mientras que el acceso a recursos mitiga estas barreras. La pregunta es: ¿la orientación sexual predice la IE en estudiantes universitarios de México, y la discriminación percibida, las redes de apoyo y el acceso a recursos moderan esa relación?
Objetivo. La investigación integra estudios de emprendimiento, género y diversidad, y política educativa, para proponer innovaciones sociales alineadas con Oslo y avanzar en los ODS 4,5,8,10.
Metodología. Se aplicó una encuesta transversal a 477 estudiantes de la Universidad de Guadalajara (México) entre enero y marzo de 2025. Los instrumentos midieron IE, discriminación percibida, redes de apoyo y acceso a recursos. Los análisis incluyeron estadísticos descriptivos, análisis factorial exploratorio, prueba t de Welch y regresiones múltiples.
Hallazgos Teóricos y Prácticos. No se observaron diferencias significativas en la IE por orientación sexual. Los efectos de moderación no fueron significativos, aunque el acceso a recursos tuvo un efecto directo positivo Teóricamente, el estudio matiza los supuestos centrados en la identidad y destaca la disponibilidad de recursos. Prácticamente, respalda innovaciones sociales en universidades para ampliar el acceso y reducir sesgos.
Originalidad. El estudio vincula campos del emprendimiento, género y la educación con innovaciones alineadas a los ODS 4, 5, 8 y 10.
Conclusiones y limitaciones. La IE es equivalente entre orientaciones sexuales, mientras que el acceso a recursos emerge como un factor para la acción. El estudio se limita a una sola institución y al diseño transversal. Investigaciones futuras deberán ser multinivel y longitudinales, con resultados conductuales y análisis interseccionales, para evaluar programas inclusivos de emprendimiento.
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Derechos de autor 2025 Aurora Araceli Carbajal-Silva, Pedro Daniel Aguilar-Cruz
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
