Abstract
The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model.
Highlights
This study aims to answer the following research questions: Does teacher training favor overcoming the first step of equality? Are there differences in the maintenance of sexist and negative attitudes toward homosexuality depending on the type of teaching studies? Do training in gender equality and training in coeducation have an impact on this type of attitude? Does the training of future teachers contribute to overcoming the second step of equality? Are there differences in the knowledge of female references depending on the type of teacher training? Does it affect the knowledge of relevant women in history to have received training in gender equality and coeducation? At what level, can future teachers be placed?
As already indicated in the description of the sample, the participants in the research are future teachers, students of the Degree in Primary Education or of the MUPES in three Spanish universities (UBU, University of Valladolid (UVa), and University of Murcia (UM)); 45.80% are enrolled in the Degree in Primary Education, and 53.98% study the MUPES
(52.17%) of the students in the Degree in Primary Education belong to the UM, with a lower proportion of students in the UVa (26.57%) and the University of Burgos (UBU) (21.26%)
Summary
Among them is the important challenge of generalizing and consolidating education for citizenship and coeducation as fundamental strategies for promoting social sustainability. This kind of training is crucial in a modern and democratic society committed, in general, to the Sustainable Development Goals promoted by the United Nations (UN), and in particular to Goal 5: Gender Equality. The school, due to its great potential for transformation, is a decisive environment for this task [2,3] It is a fundamental space for socialization and learning, which allows both the exercise of democratic and egalitarian values (participation, dialogue, equality, equity, etc.) and the development of citizen awareness and critical thinking. The preamble to Organic Law 2/2006, of 3 May, on Education (LOE), modified by Organic Law 8/2013, of 9 December, on the Improvement of Educational
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