Students’ perceptions of gender mainstreaming implementation in university teaching in Greece
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http://hdl.handle.net/10045/120895
Title: | Students’ perceptions of gender mainstreaming implementation in university teaching in Greece |
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Authors: | Kitta, Ioanna | Cardona Moltó, María Cristina |
Research Group/s: | Diversidad, Educación y Género (DEG) |
Center, Department or Service: | Universidad de Alicante. Departamento de Psicología de la Salud | Universidad de Alicante. Instituto Universitario de Investigación de Estudios de Género |
Keywords: | Gender equality training | University students’ perceptions | Higher education | Gender mainstreaming | Greece | Scale validation |
Knowledge Area: | Métodos de Investigación y Diagnóstico en Educación |
Issue Date: | 11-Jan-2022 |
Publisher: | Routledge |
Citation: | Journal of Gender Studies. 2022, 31(4): 457-477. https://doi.org/10.1080/09589236.2021.2023006 |
Abstract: | The purpose of this study was to explore the status of gender mainstreaming implementation in university teaching in Greek higher education institutions by examining the education students receive regarding gender equality. The Sensitive Assessment of Training for Gender Equality index was used to collect data from 1,194 students from nine Greek public universities over four degrees (Teacher Education, Physical Education, Greek Philology, and Science). The students were purposely selected through an online survey. Participants were between 20 and 53 years old, mostly female (79%) and Greek (98.20%). Findings revealed that formal preparation for gender mainstreaming implementation in university teaching is practically nonexistent. While respondents rated positively the need for incorporating a gender perspective into curricula, recognizing its importance in reducing sexism, developing gender competencies and practicing a gender-sensitive pedagogy, their views differed in the emphasis that should be given to gender training. Science students were less demanding than school teaching, physical education and Greek philology students, as well as male than female students. Additionally, the participants rated institutions’ and educators’ commitment to gender equality as neutral and did not recognize existing gender inequalities. This suggests that gender mainstreaming is poorly considered in Greek higher education at institutional, curricular, and relational level. |
Sponsor: | This work was supported by the UA University Institute for Gender Studies Research [Ref. BOUA/19/11/2020]; Vice Chancellor of Quality and Innovation [Ref. 5195/2020-2021]; Vice Chancellor of Educational Quality and Innovation [Ref. 4877/2019-2020]. |
URI: | http://hdl.handle.net/10045/120895 |
ISSN: | 0958-9236 (Print) | 1465-3869 (Online) |
DOI: | 10.1080/09589236.2021.2023006 |
Language: | eng |
Type: | info:eu-repo/semantics/article |
Rights: | © 2022 Informa UK Limited, trading as Taylor & Francis Group |
Peer Review: | si |
Publisher version: | https://doi.org/10.1080/09589236.2021.2023006 |
Appears in Collections: | INV - DEG - Artículos de Revistas |
Files in This Item:
File | Description | Size | Format | |
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Kitta_Cardona-Molto_2022_JGenderStud_final.pdf | Versión final (acceso restringido) | 2,8 MB | Adobe PDF | Open Request a copy |
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