This case study sought to understand how 17 undergraduate students in the humanities and science, technology, engineering, and mathematics majors positioned themselves in terms of gender in relation to their leadership and risk-taking skills. For this study, I used students' artifacts, semistructured interviews, and focus group discussions, which tied into the objectives of the Academic Writing for Professional Development course that the participants signed up for at a public university in Colombia. To analyze the data, I used aspects of the grounded theory method. The results revealed that the division of labor and social gender roles supersede the students' initial positions. Because of this, women's leadership and risk-taking abilities are invisible, an assertion which continues to perpetuate social gender roles, gender stereotypes, and the patriarchy.