It is not just your opinion. gender equity endorsement of Latin American students and their peers at school

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dc.article.number45
dc.catalogadorvdr
dc.contributor.authorLópez-Hornickel, Natalia
dc.contributor.authorCarrasco Ogaz, Diego
dc.contributor.authorLay Martinez, Siugmin Paz
dc.contributor.authorTreviño, Ernesto
dc.date.accessioned2025-01-03T16:19:44Z
dc.date.available2025-01-03T16:19:44Z
dc.date.issued2024
dc.date.updated2024-12-29T01:05:51Z
dc.description.abstractPromoting adhesion to attitudes toward gender equity is critical to achieving more equal societies, yet endorsement of gender equality among Latin American adolescents remains lower than global averages. This study investigates the role of school environments, civic knowledge, and authoritarianism in shaping gender equity attitudes among 8th-grade students in Chile, Colombia, the Dominican Republic, Mexico and Peru, using data from the International Civic and Citizenship Education Study (ICCS) 2016. Fitting different regression models, we explore the relationships between individual socioeconomic status, classroom practices, and school-wide ideological climates on gender equity endorsement. Findings highlight the pivotal influence of civic knowledge and open classroom discussions as protective factors against authoritarian beliefs, which are negatively associated with gender equity support at both individual and contextual levels. Moreover, peer-group ideological climates significantly shape student attitudes, demonstrating the importance of school environments in fostering or hindering egalitarian beliefs. We discussed the role of school practices in the promotion of gender equity. These findings contribute to the global goal of citizenship education and the Sustainable Development Goals (SDG), particularly Goal 5, emphasising the role of schools in promoting democratic and gender-equitable values.
dc.fechaingreso.objetodigital2024-12-28
dc.fuente.origenAutoarchivo
dc.identifier.doi10.1186/s40536-024-00235-6
dc.identifier.issn2196-0739
dc.identifier.urihttps://doi.org/10.1186/s40536-024-00235-6
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/89498
dc.information.autorucEscuela de Psicología; Carrasco Ogaz, Diego; 0000-0002-1195-6206; 133361
dc.information.autorucEscuela de Psicología; Lay Martinez, Siugmin Paz; 0000-0001-7800-1554; 150515
dc.information.autorucFacultad de Educación; Treviño, Ernesto; 0000-0001-6510-1302; 1031902
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final23
dc.pagina.inicio1
dc.revistaInternational Educational Research Institute Journal
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 Attribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectLargescale assessment
dc.subjectGender equity
dc.subjectSustainable developmental goals (SDG)
dc.subjectAdolescents
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.ods05 Gender equality
dc.subject.odspa04 Educación de calidad
dc.subject.odspa05 Igualdad de género
dc.titleIt is not just your opinion. gender equity endorsement of Latin American students and their peers at school
dc.typeartículo
dc.volumen12
sipa.codpersvinculados133361
sipa.codpersvinculados150515
sipa.codpersvinculados1031902
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