María Fe Sánchez García

Estereotipos de género y valores sobre el trabajo entre los estudiantes españoles

Introduction: this article analyzes three key variables identified as relevant in the professional development of Spanish students: gender values and stereotypes, preconceived ideas about work, and career development skills. The final objective is to explore and obtain a global vision of the scope and characteristics of these dimensions from a comparative perspective, based on gender, in order to identify the elements that contribute to or inhibit gender discrimination in education and future professional life. Methodology: a descriptive and inferential type of design is adopted in the study of variables, combining quantitative and qualitative exploratory techniques applied to a sample of Spanish students who were completing their compulsory secondary education, vocational training and social guarantee programmes or higher education studies. The main sample is made up of 1190 students (56.3% women and 43.7% men, between the ages of 16 and 32 years) from six autonomous regions. Professionals from the education system also participate in this research. Results: the results indicate a relationship between age, educational level and the presence of gender stereotypes and bias in ideas relating to work and the professions, Specifically, significant gender differences were found in the following factors: the elements considered relevant in order to be successful in life, the allocation of roles, work-related values, the difficulties encountered in career development and the skills needed to find a job. Discussion and conclusions: from these results, practical implications can be found for the improvement of educational programmes and the activity of student guidance departments and services in primary, secondary and. university education

Evaluación de un modelo de orientación tutorial y mentoría en la Educación Superior a distancia

This paper reports a model of tutorial guidance and mentoring in college that has been implemented at the Spanish National University for Distance Education for two academic years, in order to welcome new students and provide them with orientation, thus enhancing the quality of their academic transition and early adjustment. Designed with the distance methodology, the model incorporates the role of the advisor (played by a faculty mentor) and peer mentors (senior students) and combines the use of e-mentoring with face-to-face mentoring. This guidance intervention is organised around the Tutorial Guidance Plan, starting with web-based specific training for those involved. Thus, new students can receive guidance and advice from a personal advisor and a peer mentor for at least their first year at university. The programme was validated using a complex research design to assess the process and product. Data were collected using ad-hoc questionnaires, interviews, diaries, records and discussion groups. The results corroborate the benefits participants gained from this mode of guidance. The evaluations describe students� orientation needs, the evolution of the helping relationship, the points it addressed and the means of communication used. A general assessment of the programme and the satisfaction of participants� expectations is also given. From the assessment of benefits, it is concluded that the model is viable and applicable in distance higher education. Also, the model makes it possible to demonstrate the suitability of this methodology for achieving a flexible mentoring relationship tailored to the needs of each student.