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Societies
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Gender and Social Class Issue in Academic Field
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Gender and Social Class Issue in Academic Field

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: closed (15 July 2023) | Viewed by 14691

Special Issue Editors

Dr. Maria Angeles Martinez Ruiz

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Guest Editor
University Institute for Social Studies on Latin America, Universitat d'Alacant, Alicante, Spain
Interests: Academic field; gender issue; class issue
Dr. María J. Hernández-Amorós

E-Mail Website
Guest Editor
Faculty of Education, University of Alicante, Carretera San Vicente del Raspeig s/n, San Vicente del Raspeig, 03690 Alicante, Spain
Interests: educational leadership for sustainable development; educational management and innovation; professional teacher development; tutoring in higher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

It can be proved that the persistence of gender differentials in academia persists, as in the majority of social spaces, and that in some countries they are actually widening. Statistics from UN Women, the OECD and from other national and international institutions show that there are also very few women in research and higher academic positions. Despite the fact the number of women enrolled in university studies is higher than ever, there is a substantial decline in the proportion of women who make a career in the university once they have defended their thesis. This “historical discrimination” continues notwithstanding efforts aimed at improving legislation and social awareness. The Sustainable Development Goals refer specifically to this gender marginalization. In the world of sports, in businesses and corporations, in research and in a large number of social spaces, the gaps remain under the thin layer of what is politically correct. And the university space is no exception. Patterns of discrimination remain virtually unchanged insofar as trends are little different from twenty years ago. This discrimination does not benefit today’s corporate culture, since it leaves some potentialities and talents unused.

The lack of role models means that women rarely see themselves represented as academics and scientists. It is therefore important to analyse exactly what women make of this situation. The micro-inequalities that exist in the departments and classrooms - such as minor but cumulative exclusion behaviours, little opportunity to become part of a community of people starting out on their careers, difficulty in finding support and guidance, dealing with feelings of guilt and anxiety plus other complex factors - explain why women academics and scientists generally acquiesce and accept the place assigned them by the scientific community. These and other factors need to be analysed, as they no longer justify the underrepresentation of women in university systems.

If we add to this the fact that the university has not opened its doors more widely to welcome the underprivileged and vulnerable social classes, the situation is clearly inequitable. We must ask ourselves when and where the gap of participation in research and entrepreneurship begins. Is it in families, in schools, in media, or at the time when students choose their studies? Can we ask ourselves when and where the desertion and abandonment of High and Higher studies of the sons and daughters of the working classes and of the children of migrants begins? At what point does Higher Education stop welcoming the most vulnerable? It is relevant because students’ dropout from academic studies could means exclusion or fewer opportunities from worthy work, just as labour statistics show. In the framework of SDG, this special issue therefore invites and welcomes critical research on the role of gender and social class in academic and professional field.

Contributions have to follow one of the three categories (article/review/conceptual paper) of papers for the journal and address the topic of the Special Issue. Please read details at: https://www.mdpi.com/journal/societies/instructions.

We look forward to receiving your contributions. 

Dr. Maria Angeles Martinez Ruiz
Dr. María J. Hernández-Amorós
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as conceptual papers are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Societies is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • sustainable development goals
  • gender differentials in academia
  • discrimination in learning opportunities
  • underrepresentation of deprived social classes in access to higher education

Published Papers (7 papers)

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Research

13 pages, 289 KiB  
Article
‘If She Can, All of You Can’: Violence as a Restoration of the Male Mandate in Vocational Education Training
by Esperanza Meri, Almudena A. Navas and Enrico Mora
Societies 2023, 13(10), 218; https://doi.org/10.3390/soc13100218 - 10 Oct 2023
Viewed by 1123
Abstract
This paper analyses violence as a restoration of both male mandate and power in male-dominated fields, such as in the context of Vocational Educational Training specialising in Transport and Vehicle Maintenance in the Spanish city of Valencia and how women who enter it [...] Read more.
This paper analyses violence as a restoration of both male mandate and power in male-dominated fields, such as in the context of Vocational Educational Training specialising in Transport and Vehicle Maintenance in the Spanish city of Valencia and how women who enter it struggle against it. Our theory is based on the developments made by Judith Butler, who understands gender as a power device, and by Rita L. Segato through the concepts of male mandate and moral violence. We also analyse the resistance that is being deployed against gender normativity. To offer an account of these ideas, our research was designed on a qualitative basis following an abductive approach. We conducted eight biographical interviews, throughout the 2019–2020 academic year, with women who are linked to the automotive sector and to the VET area in question. We can state that their entering into this productive field leads to a denaturalisation of the hierarchy imposed by the male mandate and that in challenging things, it exacerbates the violent practices as a restoration of the male mandate. Full article
(This article belongs to the Special Issue Gender and Social Class Issue in Academic Field)
18 pages, 322 KiB  
Article
Missed Opportunities Due to Gender Bias: A Qualitative Analysis of Microdiscrimination against Female University Students in Spain
by María A. Martínez-Ruiz and María J. Hernández-Amorós
Societies 2023, 13(4), 87; https://doi.org/10.3390/soc13040087 - 31 Mar 2023
Cited by 1 | Viewed by 2843
Abstract
This study investigates the microdiscrimination that female students experience on their journey through higher education. Using qualitative methodology we interpret, analyse and categorize gender microinequities. The results show that female students are aware of the social naturalization of gender roles, but they in [...] Read more.
This study investigates the microdiscrimination that female students experience on their journey through higher education. Using qualitative methodology we interpret, analyse and categorize gender microinequities. The results show that female students are aware of the social naturalization of gender roles, but they in no way adopt them. Few participants go beyond condemning the fact that stereotypes are deeply rooted in the family and society. They do not generally perceive that the legal, political and economic systems are also structured in such a way as to hinder equal opportunities. Political and institutional measures, therefore, need to be applied to draw attention to the inequalities generated on a macrostructural level by the patriarchal system. Full article
(This article belongs to the Special Issue Gender and Social Class Issue in Academic Field)
13 pages, 602 KiB  
Article
Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes
by Lucía Martínez, Olalla García-Taibo, Alberto Ferriz-Valero and Salvador Baena-Morales
Societies 2023, 13(3), 73; https://doi.org/10.3390/soc13030073 - 18 Mar 2023
Cited by 1 | Viewed by 1363
Abstract
In recent years, the sustainability of the planet has been undermined. Education is the basis for raising awareness and is the engine for achieving attitudinal change among citizens. In terms of the social dimension, gender inequality is increasing, with it being common among [...] Read more.
In recent years, the sustainability of the planet has been undermined. Education is the basis for raising awareness and is the engine for achieving attitudinal change among citizens. In terms of the social dimension, gender inequality is increasing, with it being common among children, and co-education aims to address this. Likewise, physical activity favors education and gender issues. Therefore, studying how physical education (PE) affects gender stereotypes can be analyzed in depth. This research analyzed whether a co-educational PE intervention improved students’ gender beliefs, eliminated inequalities in universal education, and promoted women’s full participation. For this purpose, 91 primary school pupils (42 females) completed the research. The mean age was 11.5 ± 0.7 years. A quasi-experimental, pre–post study was carried out with a control group and an experimental group. The sample was distributed by convenience among the pupils, using two instruments already used in other research studies: attitudes towards gender equality among primary school pupils and data collection on the internalization of gender stereotypes. For three weeks, the experimental group carried out a didactic intervention of four sessions of “Colpbol”, among others. In turn, the control group followed the PE sessions without methodological variations. To analyze the normality of the results, the Shapiro–Wilk test was used and was confirmed to be non-parametric. To measure the effect of the intervention, the Mann–Whitney and Wilcoxon U tests were used. The statistics showed that the improvement in the experimental group was slightly more significant than in the control group after the intervention, with a significance of 0.022 for the social behavior variable, with a significance of 0.05. These results show the relationship between PE, sustainable development, and gender equality, linking to SDG 4 and 5 and contributing to targets 4.5 and 5.5. Full article
(This article belongs to the Special Issue Gender and Social Class Issue in Academic Field)
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11 pages, 274 KiB  
Article
A Qualitative Study on Barriers in Learning Opportunities in Ecuadorian Higher Education
by Gardenia Silva-Martínez, Marcos Jesús Iglesias-Martínez and Inés Lozano-Cabezas
Societies 2023, 13(3), 56; https://doi.org/10.3390/soc13030056 - 27 Feb 2023
Cited by 1 | Viewed by 2696
Abstract
The university context is increasingly complex and diverse. Students’ individual circumstances in particular, whether personal or relating to family and work, are increasingly challenging. They are affecting their academic development or even leading to them dropping out of university. The objective of this [...] Read more.
The university context is increasingly complex and diverse. Students’ individual circumstances in particular, whether personal or relating to family and work, are increasingly challenging. They are affecting their academic development or even leading to them dropping out of university. The objective of this study was to identify the obstacles to the completion of university studies based on students’ perspectives. Adopting a qualitative approach, we analysed the narratives of randomly selected students at UTE University of Santo Domingo (Ecuador). The main barriers identified by the students were the lack of reconciliation between academic and/or work life and family, as well as schedule incompatibilities—making it difficult for them to attend class. Participants also noted that teachers usually failed to incorporate curricular adaptations according to students’ personal or professional circumstances, which prevented them from experiencing a normal learning process like their classmates. To conclude, factors that continue to interfere with students’ university trajectories include the following: insufficient financial resources, family reconciliation issues, and lack of institutional support. Higher Education Institutions should therefore promote strategies and/or provide resources that guarantee equal opportunities for university students and contribute to the development of lifelong learning. Full article
(This article belongs to the Special Issue Gender and Social Class Issue in Academic Field)
17 pages, 303 KiB  
Article
Intimate Partner Violence in Vulnerable Contexts: A Case Study
by Carmen Mañas, María A. Martínez and Francisca Burgueño
Societies 2023, 13(3), 53; https://doi.org/10.3390/soc13030053 - 24 Feb 2023
Cited by 1 | Viewed by 2030
Abstract
A case study of domestic abuse is presented from the perspective of the socio-structural basis of gender violence. The research analyzes gender violence based on the accounts of a group of 30 women who have suffered abuse and have filed reports at the [...] Read more.
A case study of domestic abuse is presented from the perspective of the socio-structural basis of gender violence. The research analyzes gender violence based on the accounts of a group of 30 women who have suffered abuse and have filed reports at the Judicial Unit for victims of domestic violence in the city of Cuenca (Ecuador). Survivors agreed to express their voices and experiences voluntarily and in a natural context. The results demonstrate, on one hand, the enormous weight of social pressure and stereotypes, with the resulting fear, guilt, and sense of helplessness. On the other hand, the guarantees of safety and assistance from the institutions that should protect them have not always been within reach, nor have they been sufficient. Full article
(This article belongs to the Special Issue Gender and Social Class Issue in Academic Field)
15 pages, 965 KiB  
Article
Towards Inclusive Higher Education: A Multivariate Analysis of Social and Gender Inequalities
by Mayte Gómez Marcos, Marcelo Ruiz Toledo and Claudio Ruff Escobar
Societies 2022, 12(6), 184; https://doi.org/10.3390/soc12060184 - 07 Dec 2022
Viewed by 1578
Abstract
Universities are a key element in preventing any form of discrimination. Therefore, the United Nations 2030 Agenda recognizes their role through goal 4 regarding the quality of education. The 2030 agenda also includes goals 5 and 10, regarding gender equity and reducing inequalities [...] Read more.
Universities are a key element in preventing any form of discrimination. Therefore, the United Nations 2030 Agenda recognizes their role through goal 4 regarding the quality of education. The 2030 agenda also includes goals 5 and 10, regarding gender equity and reducing inequalities as cross-cutting elements to boost social inclusion. The purpose of this research is to carry out a multivariate and dynamic analysis of the most outstanding universities in the global list of the THE Impact Rankings, which is the only tool that classifies these institutions in terms of the sustainable development goals (SDGs) to study how they are positioned in the indicators related to inequality. We also examine its evolution in the last three years and the relationship between goals 4, 5, and 10. The results show that less than half of the leading universities in sustainability carry out an active social inclusion policy. Additionally, most of them underwent significant changes in their trajectories to approach the indicator of gender equity. The research suggests there is still a long way to go to achieve social justice. Full article
(This article belongs to the Special Issue Gender and Social Class Issue in Academic Field)
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12 pages, 270 KiB  
Article
Gender Barriers in Academia: Perceptions of Inequality in Professional Development among Female Academics in the Faculty of Education, University of Alicante, Spain
by Andrea Dominguez and Rocío Diez
Societies 2022, 12(6), 175; https://doi.org/10.3390/soc12060175 - 28 Nov 2022
Cited by 1 | Viewed by 1570
Abstract
Spanish universities have been implementing gender equality policies for over a decade. The research presented here aims to determine the barriers and challenges perceived by female academics in the Faculty of Education at the University of Alicante. The study used a seven-point Likert-type [...] Read more.
Spanish universities have been implementing gender equality policies for over a decade. The research presented here aims to determine the barriers and challenges perceived by female academics in the Faculty of Education at the University of Alicante. The study used a seven-point Likert-type scale survey consisting of 10 items, which were validated by specialists from different universities. One of the key findings was that often barriers have ceased to be seen as such and are understood instead as a normalized reality. Nevertheless, participants stress that women face greater barriers than men when it comes to reaching top-level positions; highlighting issues such as a lack of mentorship, delayed motherhood, experiencing sexist behavior and comments from male colleagues; and a lack of consensus around measures, such as reconciling work–life balance, as a means of largely eliminating the barriers they face in the university. Full article
(This article belongs to the Special Issue Gender and Social Class Issue in Academic Field)
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