Trinidad Donoso Vázquez

Barreras de género en el desarrollo profesional de la mujer universitaria

espanolLa finalidad de la investigacion presentada es identificar aquellos factores que actuan de barreras de genero para las estudiantes universitarias en relacion a su proyecto profesional. Los objetivos son: (a) identificar la importancia que el alumnado universitario le concede al trabajo y la percepcion de roles de genero en el mundo laboral; (b) establecer las aspiraciones al liderazgo de las mujeres de la muestra y su relacion con el miedo a la evaluacion negativa y (c) analizar las actitudes ante las redes sociales y su valor en el desarrollo profesional. La investigacion se llevo a cabo con un grupo de 298 estudiantes de las Facultades de Pedagogia y de Formacion del Profesorado de la Universidad de Barcelona. La metodologia que se utilizo es la propia de un estudio descriptivo/comprensivo, de caracter exploratorio, combinando estrategias de recogida de informacion cualitativas y cuantitativas. El estudio cuantitativo se realizo mediante un cuestionario elaborado expresamente para la investigacion (QBP). Este primer analisis se complemento con un estudio cualitativo a traves de cuatro grupos de discusion en el que participaron un total de 53 estudiantes. Las conclusiones apuntan a que las estudiantes universitarias presentan elevadas metas profesionales, pero buscan compatibilizar el trabajo con otros roles vitales. En relacion a las aspiraciones de futuro, se posicionan a favor de un liderazgo de tipo experto frente a un liderazgo empresarial; quizas, por ello no estan inclinadas a crear redes sociales con fines exclusivamente profesionales y abogan por redes mas cooperativas. Por ultimo, el miedo a la evaluacion negativa podria ser, a la luz de los resultados, la barrera que mas condicionara el progreso profesional de la mujer universitaria. En cuanto a las tecnicas empleadas, el focus group ha aparecido como una tecnica extremadamente valiosa, al configurarse como un espacio de creacion de conocimiento colectivo y de estimulo reflexivo. EnglishThe purpose of the research is to identify the factors that act as gender barriers for university students as regards their professional project. The objectives are: (a) to identify the importance university students give to work and the perception of gender roles in the labour market; (b) to establish how the women in the sample aspire to leadership and their relationship with the fear of a negative assessment, and (c) to analyze attitudes to social networks and their value in professional development. The research was carried out amongst a group of 298 students from the Faculties of Pedagogy and Teacher Training at the University of Barcelona. The methodology used was what is typical for an exploratory descriptive/comprehensive study, combining qualitative and quantitative data collection strategies. The quantitative study was carried out using an ad hoc questionnaire specifically prepared for the research (QBP). This first analysis was complemented with a qualitative study in the form of four discussion groups in which a total of 53 students participated. The conclusions show that university students have high professional goals but seek compatibility between their work and other vital roles. In connection with future aspirations, they are positioned in favour of leadership of an expert type as opposed to corporate leadership. Perhaps for this reason, they are not inclined to create social networks for exclusively professional purposes and advocate more cooperative networks. Finally, and in the light of the results, fear of a negative assessment may be the barrier that could most condition the professional progress of women university graduates. As regards the techniques used, the focus group has proven to be an extremely valuable tool, acting as a space for the creation of collective know-how and reflexive stimulus.

Mixed schools versus single-sex schools: are there differences in the academic results for boys and girls in Catalonia?

This study carries out a comparative analysis of achievement according to gender between mixed and single-sex schools in the region of Catalonia, Spain, for the subjects of Spanish, Catalan, English and Mathematics. After a brief contextualisation, a review of the main findings from international studies on differences in results for mixed schools and single-sex schools is then presented. We then outline our methodology and research-analysis plan. The study has been developed around a specific use of results obtained by students over the last year of primary school (12 years old) and over the last year of obligatory secondary education (16 years). For this comparison, the statistical technique of Propensity Score Matching was used. All segregated schools in Catalonia were chosen, representing a total of 15, of which 9 are girls-only and 6 are boys-only (with a total of 1503 students); additionally, a sample was used of 10 mixed schools, similar in terms of social make-up, that is, middle- and upper-class students (with a total of 1217 students). In general, the results corroborate international research. Results indicate that differences in achievement depending on gender in segregated or mixed schools are not related to factors of school organisation. We also come to conclusions with respect to the limitations arising from circumscribing school performance in curricular subjects, and to the need to consider further indicators within the teaching-and-learning process in terms of gender and emotional development; student attitudes and behaviour; self-concept and – most especially – teacher expectations, their teaching practices and the effects of these on self-concept and single-sex school performance.