Abstract
This article presents the process of adaptation and validation, and the resulting psychometric properties, of the “Questionnaire of Barriers Perceived” (QBP). The scale identifies whether a student’s perceptions and expectations are mediated by stereotypes or roles associated with gender through the study of their professional aspirations, fear of negative judgement, and perceptions/awareness of gender roles of men and women. Two descriptive studies were conducted via a cross-sectional poll. The questionnaire was administered first to 240 students and then to a total of 1044 student from all the degrees studied at the Faculty of Education at the university at which the study took place. The data were subjected to item content analysis, descriptive analysis, analysis of internal consistency, study of the relationship between variables, correlational analysis, and an exploratory and confirmatory factorial analysis. The results showed that the scale had a high goodness-of-fit index, as well as validity and reliability. The dimensions that the model comprised were found to be interrelated and coherent with the theoretical structure considered in the initial version of the instrument. The resulting questionnaire presented sufficient validity and reliability to be used in other contexts and studies of the same nature.
Highlights
Recent studies have confirmed the persistence of barriers related with gender that make difficult the educational and professional development of women, both in general and in the area of education (Donoso et al 2011; Porto et al 2012; MartínezLabrín and Urrutia 2013; Castillo and Montes 2014; Hidalgo-Ariza and Muñoz-González2017; Barone et al 2019; Mauerer and Schmidt 2019)
In order to contrast and confirm the model extracted through the exploratory factorial analysis (EFA), a Confirmatory Factorial Analysis (CFA) with maximum likelihood was conducted as a method of estimation
In order to contrast and confirm the model extracted through the EFA, a CFA9 of with maximum likelihood was conducted as a method of estimation
Summary
Recent studies have confirmed the persistence of barriers related with gender that make difficult the educational and professional development of women, both in general and in the area of education García Pérez et al (2010) measured the degree of the student’s predisposition towards equality and coeducation with the use of a scale, designing and validating, to this end, the SDG/s (School Doing Gender/students) questionnaire This scale was designed ad hoc, included a Likert-type response system composed of five options, and comprised three main dimensions: sociocultural, relational, and personal. This article is part of a broader research project in which a study was conducted on the gender barriers possessed by students in all the degrees from the area of education in higher education In this sense, the study identified whether students’ perceptions and future expectations were mediated by stereotypes or roles associated with gender through the study of students’ professional aspirations, fear of negative judgement, and perceptions/awareness of gender roles of men and women. An analysis was conducted on the question of differences in these perceptions as a function of different sociodemographic, academic, and family life variables and the different predictive models of the dimensions studied
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