Towards gender equality in Moroccan universities: Female university teachers from a gender perspective

Llorent-Bedmar, Vicente; Vaquero, Mercedes Llorent; Navarro-Granados, María

doi:10.1016/j.wsif.2017.09.002

Cited by 7 publications

(8 citation statements)

References 31 publications

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“…Moreover, this statement is directly related to the statement regarding the idea that women and men do not share the same leadership characteristics, which the participants also strongly disagreed with. It is not the case that women do not have the cognitive abilities, management skills or leadership skills that make them worthy of being in positions of power; it is a question of gender and is directly related to a woman's own capacity for reproduction, and to the historical and cultural traditions that women have lived through, with the female gender being in charge of household chores [4,28,31]. Men have not had to live with these traditions and have been able to develop fully in the job sector.…”

Section: Discussionmentioning

confidence: 99%

Gender Barriers in Academia: Perceptions of Inequality in Professional Development among Female Academics in the Faculty of Education, University of Alicante, Spain

Dominguez

Ros

2022

Societies

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Spanish universities have been implementing gender equality policies for over a decade. The research presented here aims to determine the barriers and challenges perceived by female academics in the Faculty of Education at the University of Alicante. The study used a seven-point Likert-type scale survey consisting of 10 items, which were validated by specialists from different universities. One of the key findings was that often barriers have ceased to be seen as such and are understood instead as a normalized reality. Nevertheless, participants stress that women face greater barriers than men when it comes to reaching top-level positions; highlighting issues such as a lack of mentorship, delayed motherhood, experiencing sexist behavior and comments from male colleagues; and a lack of consensus around measures, such as reconciling work–life balance, as a means of largely eliminating the barriers they face in the university.

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Section: Discussionmentioning

confidence: 99%

Gender Barriers in Academia: Perceptions of Inequality in Professional Development among Female Academics in the Faculty of Education, University of Alicante, Spain

Dominguez

Ros

2022

Societies

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“…Some obstacles to gender equality identified in the academic space are the diversity of perceptions regarding gender equality [52,53], the scarce formal preparation for the implementation of the gender perspective in university teaching, the lack of consensus regarding gender mainstreaming in institutions [54], and ignorance of the problem [55]. Added to this is the predominance of gender stereotypes, which represents a cultural bias that is difficult to eradicate [56][57][58][59].…”

Section: Gender and Gender Rolesmentioning

confidence: 99%

Does the Faculty’s Perception of Gender Discrimination Relate to Its Assessment of Organizational Democracy in the University?

Troncoso

Ormazábal

Sandoval

2023

Behavioral Sciences

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This work aimed to study the relationship between the perception of organizational democracy and gender discrimination at a Chilean public university. It is known that organizational democracy is not only about organizational life but also about democratic perceptions, attitudes, and behaviors in social life, as found in academic contexts. The methodology used factor analysis and descriptive and inferential statistical techniques to analyze data from a survey administered to 704 university faculty members, with a response rate of 58.1%. The gender distribution of this respondent population was 67% male and 37% female, values equivalent to the Chilean public university system (60% and 40%, respectively). The results highlight the importance of gender perspective in higher education. Indeed, academics who perceive greater gender discrimination toward women appreciate the deployment of organizational democracy to a lesser extent. Moreover, a high perception of discrimination on the part of women is confirmed (46%), them being, in turn, the ones who show a greater predisposition toward gender equality. This research intends to contribute to the development of strategies to remove obstacles to gender equality and improve the commitment of the academic community to institutional progress.

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“…Lo anterior, se fundamenta en las preferencias de estudios de los estudiantes, resultados similares a los de Ministerio de Educación Cultura y Deporte (2014). Es importante el considerar esta proporcionalidad del género en las diferentes facultades y programas de estudio, puesto que ello podría orientar políticas de equidad de género en la contratación y/o nombramiento del personal docente, y que éste se alinee a la proyección estudiantil, puesto que una inequidad de genero podría estar presente en la percepción de los estudiantes, en especial en mujeres (Llorent-Bedmar et al, 2017;Molla y Cuthbert, 2014), además, podría tener implicancias en el desarrollo de algunos procesos o sistemas propios de la Universidad como son los de tutoría, ya que una estudiante mujer no expresa su confianza a un tutor varón como lo haría con una tutora mujer; o responsabilidad social y su comportamiento ambiental (Vicente-Molina et al, 2018).…”

Section: Generounclassified

“…A nivel internacional se ha desarrollado trabajos de investigación que identifican la percepción de la equidad de género en estudiantes y personal docente en universidades, estudios como los de Llorent-Bedmar et al (2017) y de Molla y Cuthbert (2014). Fernández-Ortega et al (2016) determinaron que los programas de seguimiento de alumnos y egresados permiten mejorar el trabajo docente que se realiza en el interior de las aulas, en las unidades de atención médica y en la comunidad.…”

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Caracterización del estudiante universitario, información para la toma de decisiones. El caso de la Universidad Nacional del Altiplano

Ferró-Gonzales

Aroquipa

Vidangos

et al. 2022

RLO

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El conocer las características del usuario de un servicio es un factor clave para el desempeño y la adecuada toma de decisiones en una organización, es en esa razón que el presente estudio tiene el propósito de caracterizar e identificar la percepción y habilidades académicas del estudiante de la UNA Puno, encontrando que la mayoría de estudiantes son de género masculino (57%), que del total, los estudiantes cursan sus estudios en promedio entre los 18 a 23 años de edad, la mayoría de estudiantes (95.72%) son de la región Puno, y de ellos mayoritariamente (66.12%) provienen de otras provincias ajenas a Puno donde está ubicada la universidad. Además, los encuestados muestran satisfacción (64.61% en promedio) con los servicios que reciben por parte de la Universidad.

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Towards gender equality in Moroccan universities: Female university teachers from a gender perspective

Cited by 7 publications

References 31 publications

Gender Barriers in Academia: Perceptions of Inequality in Professional Development among Female Academics in the Faculty of Education, University of Alicante, Spain

Gender Barriers in Academia: Perceptions of Inequality in Professional Development among Female Academics in the Faculty of Education, University of Alicante, Spain

Does the Faculty’s Perception of Gender Discrimination Relate to Its Assessment of Organizational Democracy in the University?

Caracterización del estudiante universitario, información para la toma de decisiones. El caso de la Universidad Nacional del Altiplano

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