Teacher perception about gender equality and the hidden curriculum
DOI:
https://doi.org/10.37467/revhuman.v11.4125Keywords:
Gender equality, Hidden curriculum, Faculty, Perception, School, Beliefs, StereotypesAbstract
This research aimed to analyze the perception of teachers in the gender equality construct. For its development, an ex post facto quantitative study was designed using the Hidden Gender Equality Scale. It was applied to an incidental sample of 391 teachers from the Community of Madrid. For data analysis, the following tests were applied: Student’s t, ANOVA and MANOVA. The results revealed significant differences in the main dimensions of the IGOE scale. The Gender Situation at School dimension acted as the main transmitter of sexist stereotypes, attitudes and, behaviors through the hidden curriculum.
References
Adams, R. B., & Funk, P. (2012). Beyond the glass ceiling: Does gender matter? Management science, 58(2), 219-235.https://doi.org/10.1287/mnsc.1110.1452
Alvariñas-Villaverde, M., & González-Valeiro, M. (2020). Non-organised Extracurricular Physical and Sport Practice: gender, educational stage and physical activity index. Apunts Educación Física y Deportes, 141, 55-62. https://doi.org/10.5672/apunts.2014-0983.es.(2020/3).141.07
Bell, M. R. (2018). Comparing postnatal development of gonadal hormones and associated social behaviors in rats, mice, and humans. Endocrinology, 159(7), 2596-2613. https://doi.org/10.1210/en.2018-00220
Blum, R. W., Mmari, K., & Moreau, C. (2017). It begins at 10: How gender expectations shape early adolescence around the world. Journal of Adolescent Health, 61(4), S3-S4. https://doi.org/10.1016/j.jadohealth.2017.07.009
Carrancio Baños, C. (2018). El techo de cristal en el sector público: Acceso y promoción de las mujeres a los puestos de responsabilidad. Revista Española de Sociología, 27(3), 475-489. http://dx.doi.org/10.22325/fes/res.2018.17
Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychology Bull, 112, 1155–1159.
Coleman, M. (2007). Gender and educational leadership in England: A comparison of secondary headteachers’ views over time. School Leadership and Management, 27(4), 383-399. https://doi.org/10.1080/13632430701562991
Du, H., Xiao, Y., & Zhao, L. (2021). Education and gender role attitudes. Journal of Population Economics, 34(2), 475-513.https://doi.org/10.1007/s00148-020-00793-3
Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75(3), 327–346. https://doi.org/10.1037/0022-0663.75.3.327
Fernández-Enguita, M. (2008). Escuela pública y privada en España: La segregación rampante. Revista de Sociología de la Educación-RASE, 1(2), 42-69. https://recyt.fecyt.es/index.php/profesorado/article/view/41499
Heredia-Espinosa, A. L., & Barraza, A. R. (2021). Perspectiva de género: creencias de docentes de primaria respecto a su incorporación en los programas. Revista Inclusiones,8 160-174.https://revistainclusiones.org/index.php/inclu/article/view/2575
Gentrup, S., & Rjosk, C. (2018). Pygmalion and the gender gap: do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling? Educational Research and Evaluation, 24(3), 295-323. https://doi.org/10.1080/13803611.2018.1550840
Gómez, S. C., Gutiérrez-Esteban, P., & Delgado, S. C. (2019). Development of sexist attitudes in primary school teachers during their initial teacher training. Women’s Studies International Forum, 72, 32-39. https://doi.org/10.1016/j.wsif.2018.11.005
Goodman, L. A. (1961). Snowball sampling. The Annals of Mathematical Statistics, 32(1), 148– 170. www.jstor.org/stable/2237615
Gupta, G.R., Oomman, N., Grown,C., Conn, K., Hawkes, S., Shawar, Y.R., Shiffman, J., Buse, K., Mehra, R., Bah, C.A., Heise, L., Greene, M.E., Weber, A.M., Heymann, J., Hay, K., Raj, A., Henry, S., Klugman, J., & Darmstadt, G.L. (2019). Gender equality and gender norms: framing the opportunities for health. Lancet, 393, 2550–62. https://doi.org/10.1016/S0140-6736(19)30651-8
Halpern, D. F. (2000). Sex differences in cognitive abilities. Psychology press. https://doi.org/10.4324/9781410605290
Horn, S. S. (2019). Sexual orientation and gender identity‐based prejudice. Child Development Perspectives, 13(1), 21-27. https://doi.org/10.1111/cdep.12311
Hung, M.L., & Chou, C. (2015). Students’ perceptions of instructors’ roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315– 325. https://doi.org/10.1016/j.compedu.2014.10.022
Islam, K.M.M., & Asadullah, M.N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLoS ONE13(1), e0190807. https://doi.org/10.1371/journal.pone.0190807
Khanolainen, D., Semenova, E., & Magnuson, P. (2021). Teachers see nothing: exploring students’ and teachers’ perspectives on school bullying with a new arts-based methodology. Pedagogy, Culture & Society, 29(3), 469-491. https://doi.org/10.1080/14681366.2020.1751249
Meece, J. L., Glienke, B. B., & Askew, K. (2009). Gender and motivation. Handbook of motivation at school, 425-446.
MEFP (2021). Panorama de la Educación. Indicadores de la OCDE 2021. Informe español. Consultado el 16 de mayo de 2020. https://www.educacionyfp.gob.es/inee/indicadores/sistema-estatal/ultima-edicion.html
Merma-Molina, G., Gavilán-Martin, D., & Hernández-Amorós, M. J. (2021). La integración del Objetivo de Desarrollo Sostenible 5 en la docencia de las universidades españolas. Revisiónsistemática.Santiago, (154), 49–75. http://hdl.handle.net/10045/114509
Moreno-Colom, S., Ajenjo-Cosp, M., & Borràs-Català, V. (2018). La masculinización del tiempo dedicado al trabajo doméstico rutinario. Revista Española de Investigaciones Sociológicas, 163, 41-58. http://dx.doi.org/10.5477/cis/reis.163.41
Moya-Díaz, I., & De-Juanas, A. (2022). Construcción de una escala sobre igualdad de género percibida en la escuela. Revista de Psicología y Educación, 17(1), 1-20, https://doi.org/10.23923/rpye2022.01.213
Muliati, B., & Umam, M. K. (2019). Phenomenon Of Changes In Increasing Development Of Students In Basic School. MIDA: Jurnal Pendidikan Dasar Islam, 2(1), 96-105. https://doi.org/10.52166/mida.v2i1.1343
Mustapha, A. S. (2013). Gender and language education research: A review. Journal of Language Teaching and Research, 4(3), 454.https://doi.org/10.4304/jltr.4.3.454-463
Louro, G. L. (2019). Currículo, género y sexualidad. Lo “normal”, lo “diferente” y lo “excéntrico”. Descentrada, 3(1), e065-e065. https://doi.org/10.24215/25457284e065
OECD (2022), Why is the gender ratio of teachers imbalanced? Education Indicators in Focus, No. 81, OECD Publishing. https://doi.org/10.1787/8fea2729-en
Pedraza Bucio, C. I. (2021). La brecha digital de género como vértice de las desigualdades de las mujeres en el contexto de la pandemia por Covid-19. LOGOS Revista de Filosofía, 136(136), 9–22. https://doi.org/10.26457/lrf. v136i136.2873
Quijada, R. A., Álvarez, S. O., & Gómez, M. R. (2018). Menores expulsados/as de los centros escolares, perfil y principales características. Prisma Social: revista de investigación social, (23), 250-269. https://revistaprismasocial.es/article/view/2753
Reyes, A. B., & Álvarez, S. L. (2018). Trayectorias educativas según género. Lo invisible para la política educativa chilena. Revista de InvestigaciónEducativa, 36(2), 471-490. https://doi.org/10.6018/rie.36.2.298061
Ruiz Heredia, C., Lara Sánchez, A., López Gallego, F., Cachón Zagalaz, J., & Valdivia Moral, P. (2019). Análisis del tiempo de clase en EF y propuestas para su optimización. Retos, 35, 126-129. https://doi.org/10.47197/retos.v0i35.61880
Sarrió, M., Barberá, E., Ramos, A., & Candela, C. (2002). El techo de cristal en la promoción profesional de las mujeres. Revista de psicología social, 17(2), 167-182. https://doi.org/10.1174/021347402320007582
Sheryl, C., & Carrie, P. (2007). ‘Why can’t girls play football?’ Gender dynamics and the playground. Sport, Education and Society, 12(3), 261-276. https://doi.org/10.1080/13573320701464085
Stetsenko, A., Little, T. D., Gordeeva, T., Grasshof, M., & Oettingen, G. (2000). Gender effects in children’s beliefs about school performance: A cross‐cultural study. Child development, 71(2), 517-527. https://doi.org/10.1111/1467-8624.00161
Strenski, I. (2021). Sex and Gender. The Wiley Blackwell Companion to the Study of Religion, 429-439. https://doi.org/10.1002/9781119092797.ch30
UNESCO (2020). Una nueva generación: 25 años de esfuerzos en favor de la igualdad de género en la educación. https://unesdoc.unesco.org/ark:/48223/pf0000375470
Verdiales López, D. M. (2021). El enfoque de género en la cooperación española para el desarrollo en el marco de la Agenda 2030. Estudiosinternacionales (Santiago), 53(198), 139-168. http://dx.doi.org/10.5354/0719-3769.2021.57093
Yu, Z. (2021). The Effects of Gender, Educational Level, and Personality on Online Learning Outcomes during The Covid19 Pandemic. International Journal of Educational Technology in Higher Education, 18(1), 1–17. https://doi.org/10.1186/s41239-021-00252-3
Yücel, Y., & Rızvanoğlu, K. (2019). Battling gender stereotypes: A user study of a code-learning game, “Code Combat,” with middle school children. Computers in Human Behavior, 99, 352-365. https://doi.org/10.1016/j.chb.2019.05.029
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org