Teacher Educators’ Perceptions of Factors Influencing Gender Mainstreaming Implementation in University Teaching 30 Years after Beijing

Datos Bibliográficos

ID12634402
AutoresCristina Miralles-Cardona (0000-0002-2903-0970, University of Alicante, autor de correspondencia), Esther Chiner (0000-0002-1546-7071, University of Alicante), Renáta Tichá (0000-0001-6431-5261, University of Minnesota), José M Esteve-Faubel (University of Alicante), Brian H Abery (0000-0003-1998-6511, University of Minnesota), Susan V Sanhueza-Henríquez (Universidad de Santiago de Chile)
Año2025
Páginas29-44
Fecha de publicación2025-03-10
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Intercultural Communication (JOURNAL)
Identificadores de la revistaISSN: 1404-1634 • E-ISSN: 1404-1634
EditorialInternational Collaboration for Research and Publications (PUBLISHER)
DOI10.36923/jicc.v25i1.1005
OpenAlexW4408736336
IdiomaEN
Citas recibidas1
Referencias citadas42

This study explores the perceptions of teacher educators at a public higher education institution in Alicante, Spain, regarding the implementation of gender mainstreaming (GM) in university teaching. Addressing a historically under-researched area, the research examines the impact of GM policies on teacher education programs and identifies barriers to the effective integration of a gender-responsive approach. Using qualitative methods, including interviews, document analysis, and a questionnaire, data were collected from nine educators to assess institutional support, policy implementation, and pedagogical engagement with GM. Findings reveal a limited impact of GM policies, largely due to the absence of institutional support, clear guidelines, and structured implementation strategies. Key challenges include resistance to GM, inadequate gender training, and the lack of operational equality plans, highlighting the need for institutional commitment, professional development, and systematic policy enforcement. The study underscores the importance of aligning university teaching with international gender equality standards, particularly Sustainable Development Goals (SDGs) 4.7 and 5. This analysis contributes to global discussions on gender policies in education and offers recommendations for fostering gender-sensitive teaching cultures in higher education institutions

Beijing · China · Gender equality · Gender mainstreaming · Mainstreaming · Mathematics education · Medical education · Pedagogy · Perception · Political science · Sociology · Special education · Gender Diversity and Inequality · Gender Roles and Identity Studies · Gender Studies · Gender Studies in Language · Medicine · Psychology