Full text [open access]
Journal Article
Aceptación de la violencia de género en docentes de escuelas públicas
Mencía-Ripley, Aída
| Fecha de publicación | Revista | DOI |
2020 |
Resumen
[English] Gender-Based Violence (GBV) is a problem in education and health systems across Latin America. The Dominican Republic consistently shows high rates across several types of GBV. Due to the aforementioned reasons, this study explores how the acceptance of three types of GBV impacts the beliefs of primary school teachers regarding the abilities of girls and boys in different academic disciplines. The subjects are Reading and Writing, Mathematics, Science, and Physical Education. In the Dominican Republic, the response to GBV is typically reactive to specific events of victimization. There is little local data on the cognitions and attitudinal barriers to violence prevention that allow scientists to identify change and preventive school-based programs. Through a prospective, cross-sectional, correlational study design, we found that teachers generally accept myths or stereotypes about GBV generally blaming women for their victimization. Similarly, they accept stereotypes about academic skills based on the female or male gender, especially for Mathematics, for which the model explained 12% of the variance. This study indicates that the educational environment not only replicates social inequalities, but that these biases also impact the assessments students receive form their teachers.