Estereotipos de género y variables vocacionales en alumnas de educación secundaria

  1. Lidia Esther Santana Vega 1
  2. Zuleica Ruiz-Alfonso 1
  3. Luis Feliciano-García 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Zeitschrift:
Revista de educación

ISSN: 0034-8082

Datum der Publikation: 2023

Titel der Ausgabe: Construcción de políticas y generación de conocimiento en educación

Nummer: 400

Seiten: 265-294

Art: Artikel

DOI: 10.4438/1988-592X-RE-2023-400-578 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista de educación

Zusammenfassung

Los estereotipos de género son la base de las desigualdades entre hombres y mujeres en la educación y el empleo. Estos estereotipos afectan al rendimiento académico, intereses, comportamientos y elecciones de carrera de las adolescentes. Los objetivos del estudio son: a) examinar si existen diferencias en la auto-eficacia para la toma de decisiones de la carrera, la adaptabilidad de la carrera y la claridad del diseño del proyecto de vida de las adolescentes según sus estereotipos de género; b) introducir un modelo con la variable independiente “estereotipo de género” para comprender la relación entre las variables analizadas. En el estudio participaron 1.012 alumnas de 3º y 4º de educación secundaria. La recogida de datos se realizó a través del Cuestionario de Orientación Académica y Laboral. Se realizaron análisis de correlación y contrates paramétricos; se ejecutó un modelo de ecuaciones estructurales para comprender las relaciones entre las variables y contrastar un modelo hipotético que predice el efecto de los estereotipos de género. Los resultados mostraron que las chicas con altos estereotipos de género tienen puntuaciones más bajas en la autoeficacia para la toma de decisiones de la carrera, la adaptabilidad de la carrera y en la claridad del diseño del proyecto de vida, frente a las chicas con bajos estereotipos. Se construyó un modelo parsimonioso que se ajusta a los datos, en el que los estereotipos de las adolescentes predijeron la autoeficacia para tomar decisiones de carrera, y a su vez la autoeficacia predijo la adaptabilidad de la carrera y la claridad del diseño del proyecto vital. La mejora de estas variables vocacionales en las alumnas pasa por el análisis crítico de las creencias que subyacen a los estereotipos de género; un análisis que les permita tomar conciencia de la naturaleza sociocultural de dichos estereotipos, promover su deconstrucción y empoderarlas vocacionalmente.

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