Abstract

It is necessary for the university environment to contribute to the improvement of the attention paid to affective-sexual, bodily, and gender diversity. This research deals with how, by means of a teaching innovation program, competences for affective-sexual diversity were developed. Specifically, negative attitudes towards diversity, knowledge, and degree of empathy on these issues before and after the implementation of the program are compared. The degree of satisfaction, perceived usefulness, and fulfillment of the objectives proposed in the program were also evaluated. An ex post facto design was used. The participants in this study were 129 students belonging to Educational Sciences and Psychology, out of 2400 who benefited from the innovation program. The results showed an increase in competences related to the attention to diversity, with the improvement of attitudes and knowledge about affective-sexual diversity after the application of the program. It is concluded that this type of innovation program, with quality training, contributes to the improvement of coexistence and the prevention of gender violence in university classrooms, eliminating stereotypes and negative attitudes towards diversity.

Highlights

  • IntroductionThe acquisition and/or development of interpersonal skills by students is necessary

  • In current undergraduate degrees, the acquisition and/or development of interpersonal skills by students is necessary

  • The results showed an increase in competences related to the attention to diversity, with the improvement of attitudes and knowledge about affective-sexual diversity after the application of the program

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Summary

Introduction

The acquisition and/or development of interpersonal skills by students is necessary Important are those skills related to education that attend to affective-sexual, bodily, and gender diversity, aligning with the Second Plan of Equality of the UGR [1]. Organizations addressing domestic violence have already seen an increase in domestic violence due to forced coexistence, economic stress, and fears about the coronavirus To this end, it is necessary to develop training and innovation actions in favor of education for gender equality and affective-sexual, bodily, and gender diversity that contribute to the improvement of coexistence and the prevention of homophobic bullying. Another recent study [6] highlights the marginalization and stigmatization that non-binary people can suffer, with the consequences that this entails

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