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[School coexistence and learning in adolescence from a gender perspective]
María José Díaz-Aguado Jalón1, Gema Martín Seoane
1Facultad de Psicología, Universidad Complutense de Madrid, 28006 Madrid, Spain. mjdiazag@psi.ucm.es
Psicothema
|April 21, 2011
Summary
Girls show better academic adjustment and school coexistence than boys, often by integrating masculine and feminine values. This highlights the need for gender-inclusive approaches to promote equality and prevent violence in schools.
Area of Science:
- Psychology
- Sociology
- Education
Background:
- Adolescent academic learning and school coexistence are influenced by gender.
- Previous research indicates gender disparities in educational outcomes.
Purpose of the Study:
- To review gender-based research on adolescent academic learning and school coexistence.
- To analyze findings from the Spanish National Study of School Coexistence.
Main Methods:
- Review of recent research from the Preventive Psychology research group (UCM).
- Analysis of data from the Spanish National Study of School Coexistence (n=22,247).
Main Results:
- Girls are overrepresented in positive academic and coexistence indicators; boys in negative ones.
- Girls' academic success is linked to integrating traditional masculinity (e.g., success) and femininity (e.g., empathy) values, enabling them to overcome sexism.
Conclusions:
- Promoting gender equality benefits men as well.
- Shared academic contexts alone are insufficient for achieving equality.
- An integrative gender approach is crucial for improving school coexistence and preventing violence, including gender-based violence.
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