This study reflects upon and deeply analyzes how gender inequalities, within the framework of intersectional theory, interconnect with other forms of discrimination in the field of STEM (Science, Technology, Engineering, and Mathematics) in higher education.When we refer to the intertwining of these gender inequalities with various dimensions of discrimination, we emphasize the complexity of this discriminatory experience, which presents additional challenges in its approach.This is essential for comprehending the complexity of the obstacles women face in these disciplines, considering the intersection of their gender with other identities, despite their increased access to this level of education but limited professional opportunities.The primary objective of this research is to understand how these dynamics, from an intersectional perspective, impact the participation and academic development of female students, educators, researchers, and graduates during the period 2021-2023.To address this objective, a bibliographic review was conducted using Artificial Intelligence algorithms.The thematic analysis highlighted the following key elements: • Female participation in different roles in higher education.• Social constructs and gender stereotypes in academic choices.• Evaluation of the intersectional approach in understanding these experiences.The findings of this study provide a clearer insight into the complex interactions between gender, higher education, and discrimination in the STEM field, shedding light on the areas where efforts should be focused to achieve greater opportunities and equity in this discipline.