What the school does not see: gender and school achievement.

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datacite.alternateIdentifier.citationREVISTA COMPLUTENSE DE EDUCACION,Vol.35,475-484,2024
datacite.alternateIdentifier.doi10.5209/rced.85826
datacite.creatorWestermeyer Jaramillo, Marleen Adriana
datacite.creatorBustingorry, Sonia Eliana Osses
datacite.creatorMiranda, Catalina Ignacia Abarzua
datacite.date2024
datacite.subject.englishwomen's education
datacite.subject.englishschool failure
datacite.subject.englishsecondary education
datacite.subject.englisheducational provision
datacite.titleWhat the school does not see: gender and school achievement.
dc.date.accessioned2024-09-10T18:47:10Z
dc.date.available2024-09-10T18:47:10Z
dc.description.abstractThe United Nations promotes quality education, which must be inclusive. A pending issue for inclusion is the gender gap, both in Chile and international level. The objective of this article is to describe factors associated with gender that affect school performance in young woman in La Araucan & iacute;a. For this purpose, hermeneutic phenomenology is used in writing accounts of the experiences of 6 young women in their transition to secondary education. For reach this, the girls, their mothers, and teachers were interviewed. The results, analyzed through a holistic thematic approach, show elements associated with gender that characterize the school experience of the girls: dedication to study and to home, sensitivity to harassment, teenage pregnancy, unhealthy love relationships and the support of others female figures. It is concluded that being a woman influences school performance because of factors associated with gender identity that permeate the educational experience of the students.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5952
dc.language.isoes
dc.publisherUNIV COMPLUTENSE MADRID. SERVICIO PUBLICACIONES
dc.sourceREVISTA COMPLUTENSE DE EDUCACION
oaire.resourceTypeArticle
uct.indizacionESCI
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