Gender perspective in the educational system according to the perception of higher education students

Abstract

The gender perspective at the initiative of the National Institute for Women and with the encouragement of the Ministry of Education is applied in the education system considering the school as an effective means of transmitting values, a space of socialization with rules that shape the individual, characterized by the fact that even unintentionally it tends to mimic the existing social system. Institutions belonging to the education system can receive certification from the INMUJERES in the Gender Equality Model (GEM) when they incorporate gender strategies into their internal policies and implement affirmative actions. With the objective of identifying how the undergraduate students consider that the gender perspective influences their academic and human development, as well as the assessment of the importance they give to the affirmative gender actions taken by the administration, an investigation was carried out. at the Juárez University of the State of Durango (JUSD) and the Technological Institute of Durango (TID). The main results share that respondents consider that academic performance is a function of their personal conditions, their treatment of diversity and gender equality in academic activities is the product of their own decision to live together and not that of affirmative action. The decisions of the administration, like cases of little flexibility regarding class schedule, do not contribute to avoid problems like desertion or to solve extra academic difficulties.