000111994 001__ 111994
000111994 005__ 20220908120529.0
000111994 0247_ $$2doi$$a10.25115/EJREP.V19I55.3751
000111994 0248_ $$2sideral$$a125706
000111994 037__ $$aART-2021-125706
000111994 041__ $$aeng
000111994 100__ $$aJular-Alba R.
000111994 245__ $$aAttitude towards gender equality and coeducation among Secondary School teachers: a case study in Madrid, Spain
000111994 260__ $$c2021
000111994 5060_ $$aAccess copy available to the general public$$fUnrestricted
000111994 5203_ $$aIntroduction. In spite of the education reform and the introduction of mixed schools, there are still obstacles to gender equality in Spain. Sexist attitudes and values continue to influence personal development and career choices, limiting women''s participation in many spheres. The opinions, beliefs, ideas, conceptions, expectations and personal attitude of teaching professionals exert a great influence on the students who perceive them, which calls for up-to-date information on teaching staff’s perceptions towards gender equality and coeducation. Method. In this work, results from a survey distributed to 105 teachers in three Secondary Schools in the Autonomous Community of Madrid are presented. The retrieved data was analyzed by using parametric (ANOVA) and non-parametric (Kruskal-Wallis) tests. Results. Significant differences were found among the respondents in terms of their views on gender equality for the gender and gender*age factors, and for the gender and years of teaching experience factors in the case of their perceptions about coeducation. Discussion and Conclusion. Although the tendency toward a true status of equality was more pronounced in women than in men, an adequate predisposition of the majority of teachers of both sexes towards the achievement of a social equality model based on the promotion of peer roles and coeducational practices was found. Teaching staff appears to be aware of the importance of adopting policies and laws that favor effective and real equality between men and women. © 2021. Universidad de Almería and Ilustre Colegio Oficial de la Psicología de Andalucía Oriental (Spain). All Rights Reserved.
000111994 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-sa$$uhttp://creativecommons.org/licenses/by-nc-sa/3.0/es/
000111994 592__ $$a0.18$$b2021
000111994 594__ $$a0.8$$b2021
000111994 593__ $$aEducation$$c2021$$dQ4
000111994 593__ $$aDevelopmental and Educational Psychology$$c2021$$dQ4
000111994 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000111994 700__ $$aMartín-Ramos C.
000111994 700__ $$0(orcid)0000-0003-2713-2786$$aMartín-Ramos P.$$uUniversidad de Zaragoza
000111994 7102_ $$15011$$2500$$aUniversidad de Zaragoza$$bDpto. CC.Agrar.y Medio Natural$$cArea Ingeniería Agroforestal
000111994 773__ $$g19, 55 (2021), 491-508$$pRev. investig. psicoeduc.$$tElectronic Journal of Research in Educational Psychology$$x1699-5880
000111994 8564_ $$s433993$$uhttps://zaguan.unizar.es/record/111994/files/texto_completo.pdf$$yVersión publicada
000111994 8564_ $$s1090262$$uhttps://zaguan.unizar.es/record/111994/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000111994 909CO $$ooai:zaguan.unizar.es:111994$$particulos$$pdriver
000111994 951__ $$a2022-09-08-11:55:31
000111994 980__ $$aARTICLE