The coeducational school organization: Genders indicators and collaboration of school in gender equality plans

Resumen

This study is based on the Cultural-Historical Approach to research the construction of gender identity in schools and coeducational school organization. We evaluate the balanced presence of women (gender parity) in all aspects of school organization. Additionally, we studied the degree of collaboration in schools in the development of equality plans. We apply a descriptive observational design. The incidental sample consists of 1650 observations, 30 indicators are observed in each of the 55 participating schools, centers of western and eastern Andalusia (Sevilla/ Granada), in rural and urban areas. It involves various school agents to collect another sample identical data about collaboration with the equality plan by the educational community. The results show that the presence of women in the Andalusian public education is in a parity distribution (40% -60%), with no differences in terms of territorial or rural versus urban areas. However, we found some indicators with deficient representation of women, especially those having to do with power and meaningful participation of women in the organization. Collaboration of educational centers in gender equality plans is rated at a “medium level”.