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Sustainable Gender Equality Practice in Education
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Sustainable Gender Equality Practice in Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 9075

Special Issue Editors

Dr. María Cristina Cardona-Moltó

E-Mail Website
Guest Editor
1. Department of Health Psychology, University of Alicante, 03690 Alicante, Spain
2. University Institute for Gender Studies Research, 03690 Alicante, Spain
Interests: sustainable development and teacher education for diversity, gender equality, and inclusion
Dr. Cristina Miralles-Cardona

E-Mail Website
Guest Editor
1. Department of Health Psychology, University of Alicante, 03690 Alicante, Spain
2. University Institute for Gender Studies Research, 03690 Alicante, Spain
Interests: sustainable quality social work education; gender equality; mental health and disability
Dr. Esther Chiner

E-Mail Website
Guest Editor
1. Department of Health Psychology, University of Alicante, 03690 Alicante, Spain
2. University Institute for Gender Studies Research, 03690 Alicante, Spain
Interests: gender equity; educational and digital inclusion of diverse students

Special Issue Information

Dear Colleagues,

Since the ratification of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women in 1979, education has been regarded as an essential vehicle to face gender inequities and discrimination. As a result, educational institutions are increasingly recognizing the need to make gender and social justice principles mainstream in the preparation of future generations to ensure that all students and graduates are prepared for life in a gender-equitable world and develop a gender-sensitive future professional practice. According to this, governments worldwide have set the goal of achieving gender equality by the year 2030 (Goal 5 of the 2030 Agenda for Sustainable Development) by implementing a gender mainstreaming strategy in all policies and actions of private and public life.

Despite the forcefulness of this mandate, much is still unknown about how the developmental aspects of gender mainstreaming are enacted and implemented and, more specifically, how the practice of gender equality can be made sustainable at all levels and in all areas and domains. Therefore, the primary purpose of this Special Issue is to document the best practices in education and related fields contributing to the achievement of SDG5 and Target 4.7 of SDG4 (ensuring quality inclusive education for all) by ensuring that learners acquire the knowledge and skills needed to promote sustainable development in human rights, gender equality, and a culture of peace and non-violence. Such research can refer to any educational level (elementary, secondary, and tertiary) in diverse socio-educational contexts (formal and non-formal), as well as to students, teachers, and other professional groups.

This Special Issue welcomes papers from both researchers and practitioners. Topics can be varied and approached from qualitative, quantitative or mixed research approaches and are not limited to those mentioned below:

  • Approaches to gender mainstreaming.
  • Gender mainstreaming as a strategy to achieve gender equality.
  • Gender mainstreaming theory and practice.
  • Education (and teacher education) for sustainable gender equality practice.
  • Sustainable gender equality practice across disciplines.
  • Strategies for mainstreaming gender equity issues into curricula.
  • Sustainable gender equality practice in school settings (elementary, secondary and postsecondary, tertiary).
  • Inclusive gender pedagogy and sustainability.
  • Gender awareness and awareness of diverse forms of gender inequalities.
  • Diverse forms of gender violence and discrimination.
  • Sustainable gender violence prevention, assessment and intervention in diverse socio-educational contexts.
  • Factors associated with gender violence and repercussions.
  • Gender equality impact assessment and tools.
  • Sustainable gender mainstreaming implementation in teaching, research or management.
  • Institutional approaches to gender mainstreaming.
  • Sustainable gender equality plans.
  • Sustainable teaching and learning with a gender approach.
  • Gender equality policy and feminist contestation.
  • Gender-sensitive practices and pedagogies.
  • Self-efficacy for gender equality practice.
  • Effective participation and equal opportunities.

Dr. María Cristina Cardona-Moltó
Dr. Cristina Miralles-Cardona
Dr. Esther Chiner
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 short communications 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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • education for sustainable gender equality practice
  • teaching and learning with a gender approach
  • gender equality policy implementation
  • gender violence and discrimination

Published Papers (5 papers)

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Research

19 pages, 706 KiB  
Article
Psychometric Analysis of the WoEm-M Scale to Evaluate Women Empowerment in the Ecuadorian University Environment
by Jhesenia Sacoto-Loor, María Isabel Amor and Mercedes Osuna
Sustainability 2023, 15(23), 16484; https://doi.org/10.3390/su152316484 - 1 Dec 2023
Viewed by 1119
Abstract
Women’s empowerment embodies being acknowledged as rights-bearing individuals. Despite progress in women’s rights, disparities persist across various domains. This study seeks to validate a psychometric scale of 31 items across seven factors: participatory empowerment, temerity, external influences, independence, social satisfaction, confidence, and equality. [...] Read more.
Women’s empowerment embodies being acknowledged as rights-bearing individuals. Despite progress in women’s rights, disparities persist across various domains. This study seeks to validate a psychometric scale of 31 items across seven factors: participatory empowerment, temerity, external influences, independence, social satisfaction, confidence, and equality. The aim is to assess women’s empowerment within the university setting. The research was conducted in a cross-sectional, non-experimental manner, with the voluntary participation of 1478 university students from four higher education institutions in Zone 4 of Ecuador. Data was analyzed using inferential statistics, encompassing exploratory and confirmatory factor analysis. The results indicated that the empowerment measurement tool could consist of 24 items grouped into six factors, and this model exhibited a good fit. The validation process enabled us to pinpoint the principal factor explaining women’s empowerment in higher education. Full article
(This article belongs to the Special Issue Sustainable Gender Equality Practice in Education)
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13 pages, 928 KiB  
Article
An Analysis of Factors Influencing Chinese University Students’ Major Choice from the Perspective of Gender Differences
by Chang Xu, Futao Xiang, Ruiqi Duan, Cristina Miralles-Cardona, Xinxin Huo and Junwei Xu
Sustainability 2023, 15(18), 14037; https://doi.org/10.3390/su151814037 - 21 Sep 2023
Cited by 1 | Viewed by 1960
Abstract
Higher education attainment is a focus of gender differences research. However, little is known about differences in university students’ major choices at the same level of higher education in China’s education hierarchy. Based on a web survey of 1164 undergraduate students in China’s [...] Read more.
Higher education attainment is a focus of gender differences research. However, little is known about differences in university students’ major choices at the same level of higher education in China’s education hierarchy. Based on a web survey of 1164 undergraduate students in China’s broad enrollment context, this study uses Wenjuanxing to collect information by posting questionnaires on social media platforms and analyzes the impact of gender differences on the major choices of finance and economics undergraduates by using the Linear Discriminant Model (LDM). Moreover, this study explores the differential impact of income level, urban–rural settings, and regional differences on university students’ major choices. This study finds that female students are approximately 2.62 times more likely than male students to choose applied majors (such as accounting, financial management, auditing, international business, and so on), a gap that is more pronounced in high-income families and Eastern regions. In addition, in rural areas, female students have a higher probability of choosing applied majors than male students. These findings indicate that in China’s broad discipline enrollment model, gender differences still significantly affect students’ major choices, and female students are more likely to enter applied majors than their male counterparts. Full article
(This article belongs to the Special Issue Sustainable Gender Equality Practice in Education)
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21 pages, 3731 KiB  
Article
Exploring Pre-Service STEM Teachers’ Capacity to Teach Using a Gender-Responsive Approach
by Cristina Miralles-Cardona, Ioanna Kitta and María-Cristina Cardona-Moltó
Sustainability 2023, 15(14), 11127; https://doi.org/10.3390/su151411127 - 17 Jul 2023
Viewed by 1354
Abstract
Teachers’ perceived efficacy of their ability to teach using a gender approach is key for future generations to become more gender-sensitive and respectful towards gender inequities. However, little is known about graduate training for gender-responsive STEM (science, technology, engineering, and mathematics) teaching. In [...] Read more.
Teachers’ perceived efficacy of their ability to teach using a gender approach is key for future generations to become more gender-sensitive and respectful towards gender inequities. However, little is known about graduate training for gender-responsive STEM (science, technology, engineering, and mathematics) teaching. In this study, after exploring the measurement invariance across countries (Greece and Spain) and sexes (male and female) of the TEGEP (Teacher Self-Efficacy for Gender Equality Practice) scale, a total of 222 prospective secondary school STEM teachers (136 Greek, 86 Spanish) from seven public universities were surveyed. Results showed that (1) the TEGEP has acceptable measurement invariance across countries and among sexes allowing comparison between groups and (2) that Greek and Spanish STEM students finish their master studies without sufficient confidence in gender knowledge, skills, and attitudes to practice a gender-sensitive teaching. The ability to teach gender knowledge was significantly higher in Greek than in Spanish students (4.52 vs. 4.03), while the latter felt more competent than the Greek students in conveying values/attitudes in regard to gender (4.54 vs. 4.83). The study calls for reflection, and considering that gender mainstreaming in STEM is anecdotal and not aligned with existing curricula, seeks to raise awareness and institutional compromise in implementing a gender-responsive approach in STEM. The TEGEP could be utilized to assess and monitor the gender competencies required of graduates in order to provide a more equitable and gender-sensitive STEM education in Greece and Spain. Full article
(This article belongs to the Special Issue Sustainable Gender Equality Practice in Education)
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23 pages, 358 KiB  
Article
University Experiences of Students in a Gender Minority
by Miriam Pérez-Martín and Lourdes Villardón-Gallego
Sustainability 2023, 15(5), 4054; https://doi.org/10.3390/su15054054 - 23 Feb 2023
Cited by 1 | Viewed by 1679
Abstract
Academic and social-emotional experiences during the university years influence students’ academic achievement and emotional well-being. However, there is insufficient evidence on how the numerical representation of same-gendered persons affects such experiences in each group. The aim of this research was to analyze university [...] Read more.
Academic and social-emotional experiences during the university years influence students’ academic achievement and emotional well-being. However, there is insufficient evidence on how the numerical representation of same-gendered persons affects such experiences in each group. The aim of this research was to analyze university experiences within degree programs where there is a large gender gap in students enrolled. The study is descriptive and cross-sectional and uses a mixed approach. An adaptation of the QVAr (questionnaire on academic experiences-reduced version) was administered to 726 students enrolled in degree programs with a large gender gap. Additionally, ten individual interviews were carried out with students belonging to minority gender groups. The obtained results show that, in these degree programs, students’ adaptation and coexistence processes are different, especially in interpersonal relationships between the majority and minority groups. Women in the minority require support from their female classmates in the early years of the degree program. Men in the minority, however, feel like part of the group from the start. Full article
(This article belongs to the Special Issue Sustainable Gender Equality Practice in Education)
12 pages, 306 KiB  
Article
Emotional Intelligence, Quality of Life, and Concern for Gender Perspective in Future Teachers
by Déborah Sanabrias-Moreno, María Sánchez-Zafra, María Luisa Zagalaz-Sánchez and Javier Cachón-Zagalaz
Sustainability 2023, 15(4), 3640; https://doi.org/10.3390/su15043640 - 16 Feb 2023
Cited by 2 | Viewed by 1761
Abstract
In recent years, concern in Spain for gender issues has been on the rise. The United Nations has established the Sustainable Development Goals, among which is the concern for achieving quality education and gender equity. In view of the above, this study analyzed [...] Read more.
In recent years, concern in Spain for gender issues has been on the rise. The United Nations has established the Sustainable Development Goals, among which is the concern for achieving quality education and gender equity. In view of the above, this study analyzed the relationship between emotional intelligence and quality of life in university students taking degrees related to education; the study took into account variables such as sex, studies completed, and the degree of concern that the students show about the incorporation of the gender perspective in their curriculum. The sample consisted of 442 students from different Spanish universities who responded to an online questionnaire that included sociodemographic questions and several questionnaires, which allowed for an analysis of emotional intelligence (TMMS-24), satisfaction with life (SWLS-C), and gender-sensitive evaluation of training in gender equality (ESFIG). Some of the main results obtained concluded that there were no differences between the sexes with respect to the perception of quality of life, with the people who were more satisfied with their lives being those who were more sensitive to the incorporation of a gender perspective in training plans. In relation to emotional intelligence, women scored higher in the attention dimension and men in the emotional clarity and repair. In turn, females showed greater interest in including the treatment of gender issues in their academic training. The findings obtained show the need for future teacher training plans to pay attention to the satisfaction with life shown by students in addition to favoring the development of emotional competencies and the incorporation of gender perspective, considering the social, personal, and work-related benefits that this will bring about. Full article
(This article belongs to the Special Issue Sustainable Gender Equality Practice in Education)
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