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The purpose of this article is to compare and explore the gender identity of adolescent women from a rural Mayan locality, from two of their educational contexts: the telesecundaria school and daily life in the community. Interviews and participant observation were used to obtain qualitative primary data. Among the main findings, it stands out that the institutional structure and rigidity of the school limits adolescents from being able to act at certain times from social attributes different from those offered by their locality. Likewise, the school contributed to the individualization of the participants and trained them to have foreign values as a desirable representation of “development”, aspects that do not necessarily contribute to the idea of “community”.