Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context

Abstract

In recent years, progress has been made to integrate the gender perspective into university curricula. Despite this, the lack in university degrees for initial teacher training is especially remarkable. This is because, together with families, teachers have the co-responsibility of educating new generations for the future. Issues such as the low presence of concepts related to gender in teaching guides or the lack of interest of teachers regarding their inclusion in classes lead to defining research to know and understand the conceptions of a sample of 162 teachers in the initial teacher training of a Bachelor’s degree on Early Childhood and Primary Education and a Master degree of Secondary Education on the incorporation of feminist thought in education. This research is a part of a broader doctoral dissertation and a research and development project. In general terms, from a quantitative, non-experimental approach, a questionnaire is designed and sent. The analysis includes a descriptive phase and a factorial phase that allows researchers to discover latent relationships between variables. Among the main conclusions, despite showing a relatively high knowledge of feminist theory, they confuse equity and equality. Students recognize the importance of having female references with whom to identify and they consider that feminist thought is a transversal content in education.

Percepciones sobre igualdad, inclusión y liderazgo de género en estudiantes de una universidad pública de Colombia

“…Sumado a esto, en el actual estudio, algunos estudiantes percibieron que no hay un trato justo e igualitario, pues el 22.55 % respondió "que no se da". Pese a que es un número minoritario, Percepción sobre igualdad 230 pone en evidencia que para ciertos estudiantes hay situaciones que muestran la poca educación sensible al género, por lo que perciben neutralidad e indiferencia institucional sobre el enfoque de género en la docencia (Lucas-Palacios et al, 2022;Miralles-Cardona et al, 2020).…”

Public Space Behaviors and Intentions: The Role of Gender through the Window of Culture, Case of Kerman

“…In many cases, these norms are often reinforced during formal education that indoctrinates boys toward being heroes and girls to be more passive and compliant [ 76 , 77 ]; although these differences might be as simple as color coding or media, they have significant long-term effects [ 76 ]. These intrinsic inequalities that are often embedded in the structure of educational systems [ 78 , 79 ] amplify gender-based socialization processes [ 80 ]. The alienation of women through these socialization processes has the tendency to extend into society as a whole, impacting their rights and even how they imagine themselves as part of society [ 81 ].…”