Abstract
Facing a socio-political scenario of increasing disaffection with politics, systematic decline of the credibility of institutions and diversification of the forms of political participation, the issue of citizenship education emerges with special interest in recent years. Nevertheless, the analysis of political socialization processes and citizenship education in Chilean school contexts has not been addressed looking at the gender differences that may exist in beliefs and forms of participation, nor at the education that, in this regard, students receive at school.This research seeks to identify and to characterize gender differences and biases existing in political socialization and citizenship education of Chilean secondary school students. Using quantitative and qualitative evidence, the results suggest a cultural transition towards strengthening the relationship between female students and the socio-political domain. However, at the same time, in their school education, traits of the cultural pattern that identify politics mainly as a masculine domain remain.
Highlights
Durante los últimos años, la formación ciudadana se ha tematizado en respuesta a un escenario sociopolítico marcado por la desafección, el descenso sistemático de la credibilidad en las instituciones y la diversificación de las formas de participación en los espacios públicos (Donoso & Von Bulow, 2017; Jara Ibarra, 2019)
This research seeks to identify and to characterize gender differences and biases existing in political socialization and citizenship education of Chilean secondary school students
Using quantitative and qualitative evidence, the results suggest a cultural transition towards strengthening the relationship between female students and the socio-political domain
Summary
UN ANÁLISIS DESDE EL ENFOQUE DE GÉNERO - C. Montecinos addressed looking at the gender differences that may exist in beliefs and forms of participation, nor at the education that, in this regard, students receive at school. This research seeks to identify and to characterize gender differences and biases existing in political socialization and citizenship education of Chilean secondary school students. Using quantitative and qualitative evidence, the results suggest a cultural transition towards strengthening the relationship between female students and the socio-political domain. At the same time, in their school education, traits of the cultural pattern that identify politics mainly as a masculine domain remain. Key concepts: citizenship education, political socialization, gender approach, secondary education
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