Publication: Género: identidades, estereotipos y roles. Un estudio empírico con alumnado no universitario de la Comunidad de Madrid
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2016-12-01
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Universidad Complutense de Madrid
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Abstract
El presente trabajo se ha estructurado en torno a una realidad compleja: el género. Se ha seguido una doble vía metodológica, con una revisión teórica del tema, y un trabajo empírico en el que se han analizado algunos elementos importantes de esta realidad en una muestra formada por alumnado de tercer ciclo de Educación Primaria, ESO, PCPI, Bachillerato, CFGM y CFGS de la Comunidad de Madrid, escolarizado en centros públicos y concertados. El objetivo ha sido doble. Por un lado, la aproximación teórica a la categoría género y su influencia en las relaciones de pareja. Por otro, conocer empíricamente si el género es relevante en la forma en la que el alumnado no universitario se define a sí mismo (faceta de la identidad de género); en el modo en que describe a los demás (chicas y chicos en general); en lo que considera deseable para quienes desempeñan roles relacionales; y si su identidad de género influye en las expectativas que se plantean para el futuro y los estilos de relación de pareja preferidos. A lo largo de la parte teórica se ha revisado el desarrollo histórico del término género, haciendo hincapié en los distintos matices que ha ido adquiriendo hasta alcanzar en la actualidad una multiplicidad de usos y numerosos enfoques para su estudio. Posteriormente, dado su carácter polifacético y multidimensional, se han analizado teóricamente tres elementos de esta realidad, concretamente la identidad, los estereotipos y los roles de género, dada su relevancia evidenciada en la literatura. Se ha estudiado también el amor y las relaciones de pareja y su nexo con el género, especialmente con la violencia de género. El trabajo empírico ha abordado ciertas facetas específicas de la identidad, los estereotipos y los roles de género, así como el efecto de la identidad de género en las expectativas de futuro que se plantea el alumnado no universitario y los estilos de amor preferidos como base de relaciones de pareja ideales. En todos estos elementos, se ha analizado la influencia del sexo, la edad y la etapa educativa...
The present study has been elaborated upon a complex reality: gender. A twofold methodology splits this work into a theoretic revision and an empirical one. A deep scan of this reality has been made by sampling the student body at fifth and sixth grade of elementary school, ESO [secondary], PCPI, Bachillerato [High school], CFGM [Level Vocational Education], CFGS [Higher Level Vocational Education] degrees from Comunidad de Madrid [Autonomous Region of Madrid]. Individuals within the sample subset come from both public and subsidized schools. This study has a dual purpose: to theoretically approach the gender category and its impact on partner relationships, and to empirically find out the relevance of gender in the way the student body defines itself (gender identity trait) the way it describes others (boys and girls in general) what is considered desirable for those who play relational roles, to know if gender identity impacts on their own expectations for the future, and finally, their preferred style of relationship. In the theoretical part, the evolution of term gender along the years is exposed in perspective, in order to highlight those nuances and subtleties that has been added to its former meaning. Therefore, at the present time we see blossoming the use of this particular term over a multiplicity of uses and study approaches. Later on the work, and because of its multifaceted and multidimensional essence, we will find a detailed discussion about identity, stereotypes and gender roles, whose relevance rest beyond argument as papers have already proven. The study also focuses on love and partner relationships and its relation with gender. And, of course, gender-based violence on a very close look. The field research empirically tackles several aspects about identity, stereotypes and gender roles, as well as the impact of gender identity in relation with the expectations for the future that non universitary students frequently consider. This study is also concerned about idealized partner relationships built upon the basis of a preferred love style. The correlation between these elements and age, gender or the stage of education has been taken into account in all cases...
The present study has been elaborated upon a complex reality: gender. A twofold methodology splits this work into a theoretic revision and an empirical one. A deep scan of this reality has been made by sampling the student body at fifth and sixth grade of elementary school, ESO [secondary], PCPI, Bachillerato [High school], CFGM [Level Vocational Education], CFGS [Higher Level Vocational Education] degrees from Comunidad de Madrid [Autonomous Region of Madrid]. Individuals within the sample subset come from both public and subsidized schools. This study has a dual purpose: to theoretically approach the gender category and its impact on partner relationships, and to empirically find out the relevance of gender in the way the student body defines itself (gender identity trait) the way it describes others (boys and girls in general) what is considered desirable for those who play relational roles, to know if gender identity impacts on their own expectations for the future, and finally, their preferred style of relationship. In the theoretical part, the evolution of term gender along the years is exposed in perspective, in order to highlight those nuances and subtleties that has been added to its former meaning. Therefore, at the present time we see blossoming the use of this particular term over a multiplicity of uses and study approaches. Later on the work, and because of its multifaceted and multidimensional essence, we will find a detailed discussion about identity, stereotypes and gender roles, whose relevance rest beyond argument as papers have already proven. The study also focuses on love and partner relationships and its relation with gender. And, of course, gender-based violence on a very close look. The field research empirically tackles several aspects about identity, stereotypes and gender roles, as well as the impact of gender identity in relation with the expectations for the future that non universitary students frequently consider. This study is also concerned about idealized partner relationships built upon the basis of a preferred love style. The correlation between these elements and age, gender or the stage of education has been taken into account in all cases...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Teoría e Historia de la Educación, leída el 28-01-2016