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Social Representations of Gender: A Contextual Construction in Schools
Representaciones Sociales de Género: Una Construcción Contextual en la Escuela
DOI:
https://doi.org/10.15446/rcp.v32n2.102351Keywords:
Gender representations, social representations, thematic analysis, gender violence, peacebuilding at schools (en)Representaciones sociales, Análisis temático, violencia de género, Construcción de paz en las escuelas, Representaciones de género (es)
Social representations of gender (SR), namely, beliefs, values, attitudes, and symbolic content about gender affect people’s behavior and relations to others in social life. Gender representations help explain gender violence among the adolescent population. A qualitative study was conducted to explore the gender SR of teachers and students from two cities in Colombia: Bogotá and Ibagué. Multimethod data collection was performed using a word-association task with 37 teachers and a collaborative cartoon construction task with 284 students from both cities. Thematic analysis and triangulation were performed on this data. Knowledge and informational sources were explored in-depth among students and teachers. The analysis of gender representations revealed rather traditional views: binary representations of gender roles, gender relations, physical characteristics, and behavioral expectations for men and women. The study also found differences between the two educational contexts, scarce references to sexual diversity, and a nuance of tragedy in female gender roles and relations.
Las Representaciones Sociales (RS) del género: creencias, valores, actitudes y contenido simbólico, afectan comportamiento y relaciones de las personas en la vida social. Las representaciones de género ayudan a explicar la violencia de género en los adolescentes. Este estudio cualitativo exploró las RS de género de docentes y estudiantes de ciudades de Colombia: Bogotá e Ibagué. Mediante una recolección de datos multimétodo, 37 profesores realizaron una tarea de asociación de palabras y 284 estudiantes una tarea colaborativa de construcción de comics en ambas ciudades. Se realizaron análisis temático y de triangulación. Conocimiento y fuentes de información fueron explorados en profundidad entre los participantes. Emergieron puntos de vista tradicionales: representaciones binarias de los roles y las relaciones de género, características físicas, expectativas de comportamiento para hombres y mujeres, con diferencias entre ambos contextos educativos. Hubo escasas referencias a la diversidad sexual. Roles y relaciones de género matizados de tragedia para el género femenino.
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