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DESIGUALDADES DE GÉNERO EN LA EDUCACIÓN PARA EL CAMBIO CLIMÁTICO: Estudio de caso: México y España.

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Title: DESIGUALDADES DE GÉNERO EN LA EDUCACIÓN PARA EL CAMBIO CLIMÁTICO: Estudio de caso: México y España.
Authors: GARCÍA-VINUESA, ANTONIO1 a.garcia.vinuesa@usc.es, BELLO BENAVIDES, LAURA ODILA1 lucia.dacunha@usc.es, IGLESIAS DA CUNHA, MARÍA LUCÍA2 labello@uv.mx
Source: Revista Mexicana de Investigación Educativa. oct-dic2020, Vol. 25 Issue 87, p1013-1041. 29p.
Subject Terms: *Climate change education, *Gender inequality, *Environmental education, *High school girls, *Science education, *Scientific knowledge
Geographic Terms: Spain, Mexico
Abstract (English): Educational research on environmental education and science teaching identifies differences in men's and women's knowledge of scientific and environmental topics. Men declare having greater knowledge, and women tend to perceive greater risk in events involving hazards. This article explores these premises through a case study of a group of students in Mexico (N= 300) and in Spain (N= 300), ages 15-18. The students answered closed-ended questions about their knowledge and the risks of climate change. The results do not permit establishing a causal relationship between gender and knowledge or perceptions, although they reveal that gender, as a social and cultural construction, influences the acquisition of certain knowledge and the assessment of risks. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La investigación educativa en torno a la educación ambiental y la enseñanza de las ciencias identifica diferencias en el conocimiento de mujeres y hombres sobre tópicos científicos y ambientales, siendo mayor el conocimiento declarado por ellos. Igualmente, las mujeres suelen percibir un mayor grado de riesgo ante eventos que conllevan peligros. Este artículo presenta un estudio de casos con población estudiantil mexicana (N= 300) y española (N= 300) de entre 15 y 18 años, para explorar estas premisas. Se empleó un cuestionario de respuesta cerrada sobre conocimientos y riesgos del cambio climático. Los resultados no permiten establecer una relación causal entre género, conocimientos y percepciones, aunque sí permiten visibilizar que el género, como construcción social y cultural, influye en la adquisición de ciertos conocimientos y en la valoración de riesgos. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Educational research on environmental education and science teaching identifies differences in men's and women's knowledge of scientific and environmental topics. Men declare having greater knowledge, and women tend to perceive greater risk in events involving hazards. This article explores these premises through a case study of a group of students in Mexico (N= 300) and in Spain (N= 300), ages 15-18. The students answered closed-ended questions about their knowledge and the risks of climate change. The results do not permit establishing a causal relationship between gender and knowledge or perceptions, although they reveal that gender, as a social and cultural construction, influences the acquisition of certain knowledge and the assessment of risks. [ABSTRACT FROM AUTHOR]
ISSN:14056666