Publication: Sesgos de género en la Educación Superior en España: propuestas de actuación
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Date
2019-09-29
Authors
Megías Bas, Antonio
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Publisher
Universitat de Barcelona
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DOI
https://doi.org/10.1344/REYD2019.20.30029
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info:eu-repo/semantics/article
Description
© 2019 El autor. © 2019 Revista de Educación y Derecho. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/
This document is the Published version of a Published Work that appeared in final form in Revista de Educación y Derecho. To access the final edited and published work see https://doi.org/10.1344/REYD2019.20.30029
Abstract
En 1857, la Ley de Instrucción Pública (“Ley Moyano”) estableció que la enseñanza elemental fuera obligatoria y gratuita, tanto para niños como para niñas. Sin embargo, implantó diferencias en su formación académica, como consecuencia de las tareas y funciones asignados a cada sexo, repercutiendo, por consiguiente, en el acceso de las mujeres a la universidad. Las líneas fundamentales de esta ley se mantuvieron vigentes hasta finales del siglo XX. Tras la Segunda Guerra Mundial se inicia, desde organismos internacionales, la lucha contra las desigualdades entre mujeres y hombres. España cuenta con un marco legal a favor de la igualdad entre ambos, pero si se analiza, comprobamos que existen barreras que no son contempladas explícitamente en el ordenamiento jurídico, pero sí están presentes en la práctica, las cuales perpetúan la discriminación de las mujeres.
Con el presente artículo se analizan los sesgos de género que actualmente persisten en la Educación Superior en España, así como la incoherencia entre el desarrollo legislativo y las prácticas cotidianas en las universidades, para alcanzar la igualdad real entre mujeres y hombres. La discriminación de las mujeres se constata tanto en el acceso a los puestos académicos de mayor categoría (cátedras), como a los de gestión (rectorados), por la pervivencia de sesgos de género en el sistema educativo universitario. Finalmente, se realizan propuestas para erradicar los sesgos de género y la violencia contra las mujeres en las universidades, en toda su estructura. -----------------
In 1857, the Law of Public Instruction ("MoyanoLaw") established that elementary education was compulsory and free, for both boys and girls. However, it introduced differences in its academic training, as a consequence of the tasks and functions assigned to each sex, thus having an impact on women's access to the university. The fundamental principles of this law remained in force until the end of the 20th century. After the Second World War, International Organizations began to struggle with inequalitiesbetween women and men. Spain has a legal framework in favour of equality between both genders, but if analyzed, we see that there are barriers that are not explicitly contemplated in the legal system, but they are present in practice, which perpetuate discrimination against women. With this article we analyse the gender discrimination sections that currently persist in Higher Education in Spain, as well as the incoherence between legislative development and daily practices in universities, aiming to achieve real equality between women and men. Discrimination against women is evident in access to higher-level academic roles (such as Chairs), as well as to management (rectorships), due to the persistence of gender discriminationin the university education system. Finally, proposals are made to eradicate gender discrimination and violence against women in universities, throughout its structure.
In 1857, the Law of Public Instruction ("MoyanoLaw") established that elementary education was compulsory and free, for both boys and girls. However, it introduced differences in its academic training, as a consequence of the tasks and functions assigned to each sex, thus having an impact on women's access to the university. The fundamental principles of this law remained in force until the end of the 20th century. After the Second World War, International Organizations began to struggle with inequalitiesbetween women and men. Spain has a legal framework in favour of equality between both genders, but if analyzed, we see that there are barriers that are not explicitly contemplated in the legal system, but they are present in practice, which perpetuate discrimination against women. With this article we analyse the gender discrimination sections that currently persist in Higher Education in Spain, as well as the incoherence between legislative development and daily practices in universities, aiming to achieve real equality between women and men. Discrimination against women is evident in access to higher-level academic roles (such as Chairs), as well as to management (rectorships), due to the persistence of gender discriminationin the university education system. Finally, proposals are made to eradicate gender discrimination and violence against women in universities, throughout its structure.
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Sesgos de género , Educación superior , Universidad , Derechos humanos , Mujer , Discriminación , Igualdad , Ley , Gender discrimination , Higher education , University , Human rights , Women , Discrimination , Equality , Law
Citation
Revista de Educación y Derecho, 2019, Vol. 20, pp. 1-24
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