DISCURSOS AMBIVALENTES HACIA LAS ESTUDIANTES DE EDUCACIÓN SUPERIOR: ESTEREOTIPOS DE GÉNERO EN DOCENTES INGENIEROS Y TÉCNICOS EN STEM-MINERÍA.
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| Title: | DISCURSOS AMBIVALENTES HACIA LAS ESTUDIANTES DE EDUCACIÓN SUPERIOR: ESTEREOTIPOS DE GÉNERO EN DOCENTES INGENIEROS Y TÉCNICOS EN STEM-MINERÍA. |
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| Alternate Title: | AMBIVALENT DISCOURSE TOWARD FEMALE STUDENTS IN HIGHER EDUCATION: GENDER STEREOTYPING BY ENGINEERING TEACHERS AND TECHNICIANS IN STEMMINING. |
| Authors: | Salinas, Paulina1 psalinas@ucn.cl, Romaní, Gianni1 gachocce@ucn.cl, Lay-Lisboa, Siu1 slay@ucn.cl |
| Source: | Calidad en la Educación. jul2023, Issue 58, p102-137. 36p. |
| Subject Terms: | *Higher education, *Young adults, *Women teachers, *Engineering schools, *Teachers, *Gender, *Gender stereotypes, Ambivalence, Stereotypes, Semi-structured interviews, Thematic analysis |
| Abstract (English): | This study was carried out in Engineering Schools and Technical Training Centers in the Antofagasta Region, Chile -the epicenter of mining worldwide It reveals the gender stereotypes of male/female teachers regarding women in mining careers, in a productive context that aspires to the parity by 2050. Through a qualitative, descriptive and comparative study, 23 semistructured interviews were conducted with male and female teachers, engineers and technicians. Based on the theory of gender and ambivalent sexism, a thematic analysis was carried out, identifying categories and subcategories. Results verified that the female teachers are demanding and benevolent in their judgments, and the male teachers accentuate the attributes linked to the female students: order, responsibility and respect. Both segments transmit their own knowledge, regarding the ways of being, relating and developing and reflect dichotomies in their speeches, unconsciously hindering the training of young people. Therefore, it is a challenge for higher education programs to incorporate strategies that reverse ambivalences and the role that gender constructs play in the training of women, to modify the hidden academic culture that sustains segregation and the set of imperceptible resistances in professional training. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio, realizado en escuelas de ingeniería y centros de formación técnica de la Región de Antofagasta, epicentro de la minería a nivel mundial, devela los estereotipos de género de los/as docentes respecto de las mujeres en carreras mineras, en un contexto productivo que aspira a la paridad en 2050. En un estudio cualitativo, descriptivo y comparativo, se realizaron 23 entrevistas semiestructuradas a profesores/as ingenieros/as y técnicos/as5. Con base en la teoría de género y del sexismo ambivalente, se realizó un análisis temático, identificando categorías y subcategorías. En los resultados se constató que las docentes son exigentes y benevolentes en sus juicios, y los profesores acentúan los atributos femeninos en las estudiantes: orden, responsabilidad y respeto. Ambos segmentos transmiten sus propios saberes, respecto de las formas de ser, relacionarse y desenvolverse, y reflejan dicotomías en sus discursos, obstaculizando, inconscientemente, la formación de las jóvenes. Por lo tanto, es un desafío para la educación superior incorporar estrategias que reviertan las ambivalencias y el rol que juegan los constructos de género en la formación de las mujeres, para modificar la cultura académica oculta que sostiene la segregación y el conjunto de resistencias imperceptibles en la formación profesional. [ABSTRACT FROM AUTHOR] |
| Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174727733 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: DISCURSOS AMBIVALENTES HACIA LAS ESTUDIANTES DE EDUCACIÓN SUPERIOR: ESTEREOTIPOS DE GÉNERO EN DOCENTES INGENIEROS Y TÉCNICOS EN STEM-MINERÍA. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: AMBIVALENT DISCOURSE TOWARD FEMALE STUDENTS IN HIGHER EDUCATION: GENDER STEREOTYPING BY ENGINEERING TEACHERS AND TECHNICIANS IN STEMMINING. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Salinas%2C+Paulina%22">Salinas, Paulina</searchLink><relatesTo>1</relatesTo><i> psalinas@ucn.cl</i><br /><searchLink fieldCode="AR" term="%22Romaní%2C+Gianni%22">Romaní, Gianni</searchLink><relatesTo>1</relatesTo><i> gachocce@ucn.cl</i><br /><searchLink fieldCode="AR" term="%22Lay-Lisboa%2C+Siu%22">Lay-Lisboa, Siu</searchLink><relatesTo>1</relatesTo><i> slay@ucn.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Calidad+en+la+Educación%22">Calidad en la Educación</searchLink>. jul2023, Issue 58, p102-137. 36p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Women+teachers%22">Women teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+schools%22">Engineering schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender%22">Gender</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+stereotypes%22">Gender stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Ambivalence%22">Ambivalence</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotypes%22">Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study was carried out in Engineering Schools and Technical Training Centers in the Antofagasta Region, Chile -the epicenter of mining worldwide It reveals the gender stereotypes of male/female teachers regarding women in mining careers, in a productive context that aspires to the parity by 2050. Through a qualitative, descriptive and comparative study, 23 semistructured interviews were conducted with male and female teachers, engineers and technicians. Based on the theory of gender and ambivalent sexism, a thematic analysis was carried out, identifying categories and subcategories. Results verified that the female teachers are demanding and benevolent in their judgments, and the male teachers accentuate the attributes linked to the female students: order, responsibility and respect. Both segments transmit their own knowledge, regarding the ways of being, relating and developing and reflect dichotomies in their speeches, unconsciously hindering the training of young people. Therefore, it is a challenge for higher education programs to incorporate strategies that reverse ambivalences and the role that gender constructs play in the training of women, to modify the hidden academic culture that sustains segregation and the set of imperceptible resistances in professional training. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este estudio, realizado en escuelas de ingeniería y centros de formación técnica de la Región de Antofagasta, epicentro de la minería a nivel mundial, devela los estereotipos de género de los/as docentes respecto de las mujeres en carreras mineras, en un contexto productivo que aspira a la paridad en 2050. En un estudio cualitativo, descriptivo y comparativo, se realizaron 23 entrevistas semiestructuradas a profesores/as ingenieros/as y técnicos/as5. Con base en la teoría de género y del sexismo ambivalente, se realizó un análisis temático, identificando categorías y subcategorías. En los resultados se constató que las docentes son exigentes y benevolentes en sus juicios, y los profesores acentúan los atributos femeninos en las estudiantes: orden, responsabilidad y respeto. Ambos segmentos transmiten sus propios saberes, respecto de las formas de ser, relacionarse y desenvolverse, y reflejan dicotomías en sus discursos, obstaculizando, inconscientemente, la formación de las jóvenes. Por lo tanto, es un desafío para la educación superior incorporar estrategias que reviertan las ambivalencias y el rol que juegan los constructos de género en la formación de las mujeres, para modificar la cultura académica oculta que sostiene la segregación y el conjunto de resistencias imperceptibles en la formación profesional. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=174727733 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.31619/caledu.n58.1313 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 36 StartPage: 102 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Young adults Type: general – SubjectFull: Women teachers Type: general – SubjectFull: Engineering schools Type: general – SubjectFull: Teachers Type: general – SubjectFull: Gender Type: general – SubjectFull: Gender stereotypes Type: general – SubjectFull: Ambivalence Type: general – SubjectFull: Stereotypes Type: general – SubjectFull: Semi-structured interviews Type: general – SubjectFull: Thematic analysis Type: general Titles: – TitleFull: DISCURSOS AMBIVALENTES HACIA LAS ESTUDIANTES DE EDUCACIÓN SUPERIOR: ESTEREOTIPOS DE GÉNERO EN DOCENTES INGENIEROS Y TÉCNICOS EN STEM-MINERÍA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Salinas, Paulina – PersonEntity: Name: NameFull: Romaní, Gianni – PersonEntity: Name: NameFull: Lay-Lisboa, Siu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 07174004 Numbering: – Type: issue Value: 58 Titles: – TitleFull: Calidad en la Educación Type: main |
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