The United Nations promotes quality education, which must be inclusive. A pending issue for inclusion is the gender gap, both in Chile and international level. The objective of this article is to describe factors associated with gender that affect school performance in young woman in La Araucan & iacute;a. For this purpose, hermeneutic phenomenology is used in writing accounts of the experiences of 6 young women in their transition to secondary education. For reach this, the girls, their mothers, and teachers were interviewed. The results, analyzed through a holistic thematic approach, show elements associated with gender that characterize the school experience of the girls: dedication to study and to home, sensitivity to harassment, teenage pregnancy, unhealthy love relationships and the support of others female figures. It is concluded that being a woman influences school performance because of factors associated with gender identity that permeate the educational experience of the students.