Discriminaciones de género autopercibidas por alumnado universitario de Educación. Escuchando sus voces

Nerea Larruzea Urkixo; Ariane Díaz-Iso; Erlantz  Velasco Luzuriaga; Olga Cardeñoso Ramírez

doi:10.30827/relieve.v28i2.24958

Authors

Nerea Larruzea Urkixo University of the Basque Country (UPV/EHU) https://orcid.org/0000-0002-0559-2768
Ariane Díaz-Iso Deusto University https://orcid.org/0000-0003-0271-1394
Erlantz Velasco Luzuriaga Deusto University https://orcid.org/0000-0002-4554-9852
Olga Cardeñoso Ramírez University of the Basque Country (UPV/EHU) https://orcid.org/0000-0003-4418-0405

DOI:

https://doi.org/10.30827/relieve.v28i2.24958

Keywords:

Gender discrimination, stereotypes, self-talk, higher education

Abstract

Gender discrimination is recognised as a problem for societies around the world. It occurs in both public and private spheres, and manifests itself in visible and hidden ways, contributing to the perpetuation of inequalities between men and women (UNESCO, 2017). The main objective of the present study is to identify and analyse the situations and self-talk associated with self-perceived gender discrimination in everyday life. 141 Primary Education degree students (102 women and 39 men) took part in the study. The influence of different independent variables such as gender, the year in which the degree was undertaken and academic performance were examined in order to determine their influence on social representations of discrimination. The techniques used were the self-identification of situations and emotions, together with the thought listing technique. The lexical analysis of data was carried out using IRaMuTeQ software. Outcomes revealed four types of gender discrimination in both public and private spheres. On the one hand, in the private sphere, subjective perceptions of activities or tasks deemed appropriate for women were reported. On the other hand, in the public sphere, students reported perceiving women to be worse drivers, verbal aggressions and threatening looks towards women in the street, and discriminatory attitudes in the nightlife setting. These topics were identified by participants, regardless of gender, although specific perceptions differed. Findings of the present research highlight the need to influence gender equality training for future teachers in order to build a fairer and more equitable world.

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Author Biographies

Nerea Larruzea Urkixo, University of the Basque Country (UPV/EHU)

PhD in Psychodidactics at the University of the Basque Country (UPV/EHU). After working as a Primary Education teacher, she is currently working as a specialist consultant at the Basque Institute for Educational Evaluation and Research (ISEI-IVEI) and as a lecturer in the Department of Developmental and Educational Psychology at the UPV/EHU. Her lines of research focus on self-talk, emotional regulation and self-regulated learning in Higher Education, as well as on the influence of gender on these variables.

Ariane Díaz-Iso, Deusto University

PhD in Education at the University of Deusto and she is a master's degree in Advanced Studies in Language, Communication and its Pathologies from the University of Salamanca. She is currently working as a lecturer at the Department of Education at the Faculty of Education and Sport at the University of Deusto. She teaches undergraduate courses in Primary Education and Physical Activity and Sports Sciences. She is also a member of the Educational Innovation Unit of the same university. Her research areas are teaching innovation, competence development and evaluation in higher education and teaching and learning methods related to humanism and sustainability.

Erlantz Velasco Luzuriaga, Deusto University

PhD in Education by the University of Deusto, studies that he completed in collaboration with the University of Buenos Aires (UBA) and the UNESCO Chair in Reading and Writing. He is currently a professor in the Department of Education of the Faculty of Education and Sports at the University of Deusto. He teaches in the degree of Primary Education and in the double degree of CAFyD and Primary Education. His lines of research focus on teaching and learning processes in Social Sciences, as well as academic writing, academic genres and specialized discourse.

Olga Cardeñoso Ramírez, University of the Basque Country (UPV/EHU)

Professor in the Department of Developmental and Educational Psychology at the University of the Basque Country (UPV/EHU). Belonging to the doctorate in Psychodidactics, she leads a line of research called "Self-regulated Learning. Cognition, emotion and gender”. She has published numerous national and international articles related to the impact that cognitions, self-regulated learning, and gender have on people's healthy and pathological behavior at different moments of the life cycle. He has also published books and book chapters on adolescent abuse, literary psychology, and the study of psychological archetypes in our modern societies.

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