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Los profesores hombres son en general más respetados en las aulas

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Los profesores hombres son en general más respetados en las aulas

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- Participación en clase: importante inconporar esta mirada a la estructura y contenidos de las titulaciones. Si bien tenemos oportunidad de revisar la bibliografía utilizada en nuestras asignaturas, puede haber manuales habituales que reproduzcan sesgos.
- En la práctica: muy útil la infografía de la UOC
- interesantísimo los materiales de UNEX

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- Artes y Humanidades: Antopología, Filología y Lingüística, Filosofía, Historia e Historia del Arte

- Ciencias Sociales y Jurídicas: Comunicación, Derecho, Criminología, Sociología, Economía, Ciencia Política, Educación y Pedagogía

- Ciencias de la vida: Enfermería, Medicina y Psicología

- Ingeniería y Arquitectura: Arquitectura, Ciencias de la Computación, Ingeniería Industrial

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Recursos para la docencia con perspectiva de género

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Artes y Humanidades: Antopología, Filología y Lingüística, Filosofía, Historia e Historia del Arte - Ciencias Sociales y Jurídicas: Comunicación, Derecho, Criminología, Sociología, Economía, Ciencia Política, Educación y Pedagogía - Ciencias de la vida: Enfermería, Medicina y Psicología - Ingeniería y Arquitectura: Arquitectura, Ciencias de la Computación, Ingeniería Industrial

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Boring, A., & Philippe, A. (2021). Reducing Discrimination in the Field Evidence from an Awareness Raising Intervention Targeting Gender Biases in Student Evaluations of Teaching. Journal of Public Economics, 193.

Azmat, G., & Boring, A. (2020). Gender Diversity in Firms. Oxford Review of Economic Policy, 36(4), 760-782.

Boring, A., Desrieux, C., & Espinosa, R. (2018). Aspiring Top Civil Servants' Distrust in the Private Sector. Revue d'Economie Politique, 128(6), 1047-1087.

Boring, A. (2017). Gender Biases in Student Evaluations of Teaching, Journal of Public Economics, 145, 27-41.

Boring, A., Ottoboni, K., & Stark, P. (2016). Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness. ScienceOpen Research.

Gender and Choices in Higher Education, with Jen Brown
Working Paper (June 2021)
Data on the labor market outcomes of university graduates show that gender pay gaps appear soon after graduation in nearly every field of study. We provide descriptive evidence of a plausible cause of the gender starting-salary gap: choices within an educational setting that differ between male and female students, even after accounting for academic specialization. We examine the choices of undergraduate students at a selective French university who are competing for seats at foreign universities to fulfill a mandatory exchange program requirement. Holding fixed students' field of study, we find that average- and high-ability female students request exchange universities that are worse-ranked than their male peers. A survey eliciting students' preferences suggests that male students prioritize the academic characteristics of potential exchange universities more often, whereas similar female students consider both the academic and non-academic characteristics of exchange destinations. We explore the short-term consequences of these differing preferences using a simulation that assigns students to exchange seats solely on university ranking and students' academic performance. Female students' assignment improves almost uniformly; while top-performing male students face increased competition for seats, and male students with average grades face less competition as high-achieving female students shift towards better-ranked assignments.

Turning Back the Clock: Beliefs About Gender Roles During Lockdown, with Gloria Moroni
Working Paper (September 2021)
We study the impact of lockdown measures on beliefs about gender roles. We collect data from a representative sample of 1,000 individuals in France during the first COVID-19 lockdown in 2020. To measure beliefs about gender roles, we use questions from the 2018 wave of the European Values Study, and match respondents from the two surveys to compare beliefs before and during lockdown. We find evidence that the lockdown period was associated with a shift towards more traditional beliefs about gender roles. Men, and especially men with young children living in the household, show changes in beliefs. Our evidence suggests a seven to 10 percentage point increase in the share of men who agree with unequal gender roles, during lockdown. We also find evidence that is consistent with a ``conservative shift'' hypothesis: beliefs in traditional gender roles increase more for individuals from economically vulnerable groups. Men seem less likely to believe in equal gender roles when the household is more financially constrained or is unable to outsource childcare.

​​​ Using Motivation Letters to Understand Students' Higher Educational Choices, with Ghazala Azmat, Sophie Cêtre & Roberto Galbiati
We analyze information from motivation letters that students provide in their admissions packages to a selective French university specialized in social sciences. We use the information these letters contain to understand how students' motivations evolve over the course of their studies, up to their choices of master's degree specialization. We analyze how students' motivations for different study paths evolve throughout their undergraduate studies, when they are exposed to new courses and when they receive ability signals through grades in different fields.

Improving Student Evaluations of Teaching
Ideally, student evaluations of teaching (SET) provide instructors with useful information to help them improve the quality of their teaching. The original purpose of SETs was formative: to help instructors improve their teaching practices through student feedback. Over time, universities have started relying on SETs to assess instructors' teaching effectiveness (summative purpose). A vast number of universities worldwide now use SETs as their main assessment tool to make personnel decisions for faculty, especially tenure track and adjunct faculty. Despite their widespread use, SETs remain highly controversial. Using survey data, the research describes some of the main issues that instructors worldwide currently have with SETs. The research then discusses measures that universities can implement to improve their use of SETs. The analysis covers five main issues that impact instructors' satisfaction and well-being: student biases, response rates and selection effects of students who complete their evaluations, multitasking issues and distorted incentives for instructors who are trying to fulfill both formative and summative purposes of SETs, the perceived power that students have over instructors' careers through SETs, and university administrations' interpretation of SET scores.

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Boring, A., & Philippe, A. (2021). Reducing Discrimination in the Field Evidence from an Awareness Raising Intervention Targeting Gender Biases in Student Evaluations of Teaching . Journal of Public Economics, 193. Azmat, G., & Boring, A. (2020). Gender Diversity in Firms . Oxford Review of Economic Policy, 36(4), 760-782.

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Contribute: You may contribute to this guide by sharing resources and tools that you have used in the past or your own assignments. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education. If you do not have access to a file in this guide, please contact us. feministpedagogyonline@gmail.com

Call for Assignments: The Feminist Pedagogy for Teaching Online Guide promotes the feminist pedagogical practices of educators. FPTO is seeking assignments that operationalize one or more of the feminist pedagogical tenets listed in the " Introduction." Selected annotated assignments will be featured on the guide and assignment authors will also be listed as contributors to FPTO in the " About" section. To submit an assignment for consideration, make a copy of the this template, format your instructions and annotations how you want them to be published, and share your proposed annotated assignment with feministpedagogyonline@gmail.com. See the template for more detailed instructions.

Call for Book Chapters: Feminist Pedagogy for Teaching Online will be an edited collection of essays and corresponding digital components that serves as a pedagogical resource book for these educators, across disciplines in higher education. It will provide readers with tangible examples of online praxis that align with the tenets of feminist pedagogy. This book will fill a gap in existing literature in online pedagogy as well as feminist pedagogy, providing theory, method, and tools for bringing feminist principles to distance learning. Submit your proposal for a book chapter to be considered for the new edited collection titled Feminist Pedagogy for Teaching Online, by July 2, 2021. For more information, see the Call for Book Chapters.

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Contribute: You may contribute to this guide by sharing resources and tools that you have used in the past or your own assignments. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education.

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Feminist pedagogy is not a toolbox, a collection of strategies, a list of practices, or a specific classroom arrangement. It is an overarching philosophy-a theory of teaching and learning that integrates feminist values with related theories and research on teaching and learning.

It begins with our beliefs and motivations: why do we teach? why do students learn? what are the goals of learning? We know that the consequences of our motives for teaching and learning are significant: Keith Trigwell and Mike Prosser have shown that the instructor's intentions in teaching ("why the person adopts a particular strategy") have a greater impact on student learning than the instructor's actual strategies for teaching ("what the person does") (78). Their research has shown that approaches to teaching that are purposefully focused on the students and aimed at changing conceptual frameworks lead to deeper learning practices than teacher-centered, information-driven approaches (Trigwell 98). The implications are that the instructor's fundamental beliefs and values about teaching, learning, and knowledge-making matter.

In this guide, we explain some of the fundamental beliefs, values, and intentions behind feminist pedagogy to inform a deliberate application in specific classrooms -any and all classrooms, as feminist pedagogy can inform any disciplinary context. (For a more focused exploration of feminist pedagogy specifically within the women's studies classroom, see Holly Hassel and Nerissa Nelson's "A Signature Feminist Pedagogy: Connection and Transformation in Women's Studies.")

This guide is not a primer on feminism, though, so we begin having assumed the following:

We live within a patriarchy, a term which we define-following the work of Allan Johnson-as a society that's structure is "male-dominated, male-centered, and male-identified" (5).Differences exist "between and among groups" of people based on lived experiences that are informed by the complex interactions between "history, culture, power, and ideology" (McLaren 43).The concept of "woman" does not exist in isolation from other identities. Rather, identity is "intersectional," a term that recognizes the interlocking and inextricable relationship between different aspects of identity and systems of oppression.

Content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Feminist pedagogy is not a toolbox, a collection of strategies, a list of practices, or a specific classroom arrangement. It is an overarching philosophy-a theory of teaching and learning that integrates feminist values with related theories and research on teaching and learning. It begins with our beliefs and motivations: why do we teach?

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Vista de La ceguera al género en el currículum de la ciencia política y su impacto en el alumnado | Revista Internacional de Sociología

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Volver a los detalles del artículo La ceguera al género en el currículum de la ciencia política y su impacto en el alumnado

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Roda de premsa. Exposició.  Ciència fricció. Vida entre espècies companyes

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PressReader.com - Digital Newspaper & Magazine Subscriptions

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Digital newsstand featuring 7000+ of the world's most popular newspapers & magazines. Enjoy unlimited reading on up to 5 devices with 7-day free trial.

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VII Jornadas sobre la Relación Pedagógica en la Universidad | Esbrina

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“Quien enseña aprende al enseñar y quien aprende enseña al aprender”
Paulo Freire (1997: p.25)
Pedagogía de la autonomía. Saberes necesarios para la práctica educativa
México: Siglo XXI

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VII Jornadas sobre la Relación Pedagógica en la Universidad

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Making a Seat at the Table | Inside Netflix's The Chair | Netflix