que genera una discriminación, sobre todo, en las madres universitarias con relación a sus compañeros. A través de una entrevista semiestructurada, y adoptando una metodología cualitativa basada en narrativas, en este estudio, analizamos los pensamientos y las actitudes de un total de 73 universitarias/os, que reflexionan sobre los aspectos de la carrera académica que restringen la conciliación estudiantil-familiar. Los resultados nos ofrecen las limitaciones académicas que según el alumnado dificultan las posibilidades de tener hijas/os, sus propuestas legislativas de mejora y sus actitudes al respecto. Concluimos con la necesidad de actuaciones legislativas concretas y campañas de sensibilización, para la comunidad universitaria y la sociedad en general, que garanticen la igualdad entre mujeres y hombres en el contexto de la Educación Superior.PALABRAS CLAVE: género; educación superior; conciliación estudiantil-familiar; madres universitarias; narrativas. ABSTRACT:The balance between family and student life, viewed as the possibility of being a mother and university student at the same time, is still not seen as something usual in higher education. This leads to discrimination against student mothers compared with other students. In this study, using a qualitative, narrative-based methodology based on semi-structured interviews, we analysed the beliefs and attitudes of a total of 73 university students. They reflect on aspects of the academic career that restrict the student-family balance. The students' opinions revealed the limitations on the possibilities of having children, included some proposals for improvements to the legislation, and their attitudes to the issue. We conclude that there is a need for concrete legislative actions and awareness campaigns addressing both the academic community and the general public, to ensure equality between women and men in higher education.
La presencialidad obligatoria en Educación Superior y el creciente número de estudiantes con compromisos familiares justifican la necesidad de conocer las opiniones del alumnado con respecto a la conciliación estudiantil-familiar en el contexto universitario.<br />Se adopta una metodología cualitativa mediante narrativas. Participan de la investigación 27 estudiantes de la Universitat de València y 46 de la Universidad de Alicante, del Grado en Maestro de Educación Primaria.<br />Los resultados evidencian limitaciones, dificultades y demandas ante las nuevas exigencias metodológicas y evaluativas, si se tienen cargas familiares.<br />Se concluye con propuestas académicas, legislativas y de implementación de recursos que faciliten la conciliación estudiantil-familiar.
Abstract-Massive Open Online Courses (MOOCs) are attracting the attention of a huge number of students all around the world. These courses include different types of assignments in order to evaluate the student's knowledge. However, these assignments are designed to allow a straightforward automatic evaluation. But, in this way it is not possible to evaluate some skills that would require answering open-response questions. Peerassessment (the students are asked to assess other assignments), is an effective method to overcome the impossibility of having staff graders for this task. Additionally, students gain a deeper knowledge about the subject of the assignments that they have to read critically. However, the grades given by student-graders must be filtered to avoid bias due to a lack of experience in assessment tasks. There are a number of approaches to do this. In this paper we present a factorization approach that in addition to the grades given by graders is able to incorporate a representation of the contents of the responses given by students using a Vector Space Model of the assignments. So we fill the gap between peer-assessment and content-based methods that use a shallow linguistic processing. The paper includes a report of the results obtained using this approach in a real world dataset collected in 3 universities of Spain, A Coruña, Pablo de Olavide at Sevilla, and Oviedo at Gijón. The scores obtained by the method presented here were compared with those provided by the staff of these universities. We report a considerable improvement whenever we use the content-based approach. In any case, we conclude that there is no evidence that staff grading would have led to more accurate grading outcomes than the assessment produced by our models.
Esta autoetnografía describe las luchas de una estudiante universitaria que trata de encontrar la conciliación de la vida estudiantil, familiar y laboral. A través de las experiencias de las compañeras, y de las suyas propias, dibuja el perfil de este tipo de alumnado no tradicional. La literatura relacionada con el tema, le permite revisar sus vivencias y repensar las falsas creencias impuestas por la cultura patriarcal. Usando la autoetnografía, la autora pretende contribuir a la reflexión respecto de las necesidades y problemas que afectan a las madres universitarias, debido a una discriminación por razón de género. Además espera alcanzar una mejor comprensión de las voces de otras madres que participan en las investigaciones desarrolladas, relativas a la conciliación.
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