This paper is aimed to go through the different immersion routes followed in the secondary school at discussing the situation for teachers in Mexico City regarding gender issues. The article explores the professional immersion as a point in the construction of the identity of the teachers.

This work has two parts; in the first part the theory and methodology of the analyzes of the immersion routes and the professional identity, as well as the configuration of the gender identity; the second part shows empirical support based in five interviews carried out with teachers. The question is, What characterizes the immersion into secondary school teaching and the configuration of professional and gender identity?

Immersion, identity, gender, secondary school, teachers.