Relevant bibliographies by topics / Women – Education – Spain

Academic literature on the topic 'Women – Education – Spain'

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Published: 10 March 2023

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Journal articles on the topic "Women – Education – Spain"

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Valis, Noel M., and Janet Perez. "Contemporary Women Writers of Spain." Hispania 71, no. 4 (December 1988): 832. http://dx.doi.org/10.2307/343279.

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Deleón, María Antonia García. "ACADEMIC WOMEN IN SPAIN: AN ELITE SUBJECT TO DISCRIMINATION." Higher Education in Europe 18, no. 4 (January 1993): 78–92. http://dx.doi.org/10.1080/0379772930180407.

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Solé-Auró, Aïda, Unai Martín, and Antía Domínguez Rodríguez. "Educational Inequalities in Life and Healthy Life Expectancies among the 50-Plus in Spain." International Journal of Environmental Research and Public Health 17, no. 10 (May 19, 2020): 3558. http://dx.doi.org/10.3390/ijerph17103558.

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This study computes educational inequalities in life expectancy (LE), healthy life expectancy (HLE), and unhealthy life expectancy (ULE) by gender and education level in Spain in 2012. Death registrations and vital status by level of education were obtained from Spain’s National Institute of Statistics. Health prevalences were estimated from the National Health Survey for Spain. We used Sullivan’s method to compute HLE, ULE, and the proportion of time lived with health problems. Our results reveal that Spanish women live longer than men in all education groups, but a higher proportion of women report poor health. We detect substantial differences in unhealthy life by gender and education, with higher effect for women and for those with low levels of education. Poor self-perceived health shows the largest educational gradient; chronic diseases present the lowest. This is the first work that provides evidence on health inequalities by education level in Spain. Our findings seem to be in line with reports of the smaller social inequalities experienced in Southern Europe and highlight the importance of education level on extending the proportion of years spent in good health in a Mediterranean country.
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Garcia, Maria-Carmen, and Gema Fernandez-Aviles. "Are Men And Women Different In European Higher Education Area?" Journal of International Education Research (JIER) 7, no. 5 (October 3, 2011): 41–48. http://dx.doi.org/10.19030/jier.v7i5.6116.

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One of the principles of universities is to include and promote teaching and research in gender equality and non discrimination in all academic fields of training. But this is not easy to measure. This paper proposes a qualitative methodology to measure the problem and applies it to the University of Castilla-La Mancha (Spain).
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Dios-Aguado, Mercedes de, María Teresa Agulló-Ortuño, María Idoia Ugarte-Gurrutxaga, Benito Yañez-Araque, Brígida Molina-Gallego, and Sagrario Gómez-Cantarino. "Nutritional Health Education in Pregnant Women in a Rural Health Centre: Results in Spanish and Foreign Women." Healthcare 9, no. 10 (September 29, 2021): 1293. http://dx.doi.org/10.3390/healthcare9101293.

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The dietary behaviour of pregnant women, as well as the socio-cultural conditions in which pregnancy takes place, influence obstetric outcomes. To analyse the influence of socioeconomic factors and dietary habits on obstetric outcomes in Spanish and foreign pregnant women living in a rural environment, a population-based, prospective-observational study in a cohort of Spanish and foreign pregnant women in the town of Yepes, in the province of Toledo, Spain was conducted. Foreign pregnant women are ecodependent on their partners, have secondary education and low socioeconomic level. Spanish pregnant women have secondary education, a medium socio-economic level, live with their partners and are economically independent. Moreover, 85% of Spanish pregnant women gave birth at term and reached a gestational age of 40 ± 1.83 weeks. However, only 55% of foreign pregnant women reached a gestational age of 39.72 ± 2.28 weeks. Through health education, pregnant women in this geographical area of Castilla la Mancha, Spain, adopted bicultural dietary patterns, thus reaching the prescribed diet of 2000 Kcal. Through this diet, both Spanish and foreign pregnant women maintained albumin and plasma protein levels within the established range, with no significant differences in obstetric outcomes among pregnant women in the study.
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Friedman, Edward H., and Joan F. Cammarata. "Women in the Discourse of Early Modern Spain." Hispania 88, no. 3 (September 1, 2005): 487. http://dx.doi.org/10.2307/20063130.

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Schlau, Stacey, and Bárbara Mujica. "Women Writers of Early Modern Spain: Sophia's Daughters." Hispania 88, no. 2 (May 1, 2005): 304. http://dx.doi.org/10.2307/20140932.

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Rodriguez-Alvarez, Elena, Nerea Lanborena, and Luisa Borrell. "Obesity Inequalities According to Place of Birth: The Role of Education." International Journal of Environmental Research and Public Health 15, no. 8 (July 31, 2018): 1620. http://dx.doi.org/10.3390/ijerph15081620.

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This study examined obesity inequalities according to place of birth and educational attainment in men and in women in Spain. A cross-sectional study was conducted using data from the Spanish National Health Survey 2011–2012 and from the European Health Survey in Spain 2014. We used data for 27,720 adults aged 18–64 years of whom 2431 were immigrants. We used log-binomial regression to quantify the association of place of birth with obesity before and after adjusting for the selected characteristics in women and in men. We found a greater probability of obesity in immigrant women (PR: 1.42; 95% CI: 1.22–1.64) and a lower probability of obesity in immigrant men (PR: 0.73; 95% CI: 0.59–0.89) relative to natives after adjustment. Significant heterogeneity was observed for the association of place of birth and obesity according to education in men (p-interactions = 0.002): Men with lower educational levels (PR: 0.47; 95% CI: 0.26–0.83) have a protective effect against obesity compared with their native counterparts. This study suggests that place of birth may affect obesity in women and in men. However, this effect may be compounded with education differently for women and men.
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Antolinez-Domínguez, Inmaculada, and Esperanza Jorge-Barbuzano. "IZAZOVI U IDENTIFICIRANJU RANJIVOSTI MIGRATNTICA NA JUŽNOJ GRANICI EUROPE: DOPRINOSI IZ BIOGRAFSKIH NARATIVA." Annual of Social Work 28, no. 1 (July 29, 2021): 153–80. http://dx.doi.org/10.3935/ljsr.v28i1.328.

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In the 1980s, the Southern Frontier of Spain became one of the southern borders of the European Union after Spain entered into the European Economic Community (EEC). On the African continent, the Spanish cities of Ceuta and Melilla that border with Morocco are physically separated from Spain by the Mediterranean Sea. Those two cities became a privileged enclave for immigration control, but also for the detection of vulnerable conditions of the migrant population. This paper has a double objective: to describe the action research developed in the Center for the Temporary Residence of Immigrants in Ceuta and to analyze 49 biographical interviews with women residents of the Center within the framework of saidaction research. The results show the diversity of situations of vulnerability in which migrant women can find themselves in this border context. Hence, it is important to rethink the intervention to avoid secondary victimization within critical and humanistic models of intervention. This work, precisely, addresses the design of a tool for biographical narratives from the perspectives of integral health and care.
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Gutierrez, Enrique Javier Diez. "Female Principals in Education: Breaking the Glass Ceiling in Spain." Paidéia (Ribeirão Preto) 26, no. 65 (December 2016): 343–50. http://dx.doi.org/10.1590/1982-43272665201611.

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Abstract Spanish schools are characterised by having a high proportion of female staff. However, statistics show that a proportionately higher number of men hold leadership positions. The aim of this study was to analyse the reasons why this is so, and to determine the motivations and barriers that women encounter in attaining and exercising these positions of greater responsibility and power. Questionnaires were administered to 2,022 female teachers, 430 female principals and 322 male principals. In addition, semi-structured interviews were held with 60 female principals, 14 focus group discussions were held with female principals and 16 autobiographical narratives were compiled with female principals and school inspectors. The reasons identified were related to structural aspects linked to the patriarchal worldview that is still dominant in our society and culture. Nevertheless, we also found motivations among women for attaining and exercising leadership roles.
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Dissertations / Theses on the topic "Women – Education – Spain"

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Mendoza, Carmona Blanca Edurne. "Historias y trayectorias de éxito académico. Jóvenes musulmanas de origen marroquí en la educación superior de Cataluña." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457980.

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Investigaciones previas han abordado el tema de la presencia de las y los hijos de inmigrantes marroquíes en el sistema educativo español demostrando cómo estos hacen frente a diversos problemas relacionados con bajos niveles de acreditación y una menor continuidad escolar en comparación con sus compañeros autóctonos. No obstante, estos trabajos se han enfocado sobre todo en las condiciones que promueven el fracaso académico, invisibilizando las trayectorias de éxito de aquellos estudiantes que han tenido un buen desempeño y una continuidad hasta la educación superior. Además, no han profundizado demasiado en los factores que definen las experiencias académicas de las y los estudiantes lo que deja un vacío empírico importante si tenemos en cuenta que el género condiciona las respuestas de escolarización. Otro elemento poco estudiado ha sido el de la religión y la forma en la que esta incide en las trayectorias académicas del alumnado musulmán de origen marroquí pero particularmente en las trayectorias de las estudiantes. Finalmente, en el contexto español la mayor parte de estas investigaciones se han centrado en los niveles obligatorios y postobligatorios por lo que al momento tenemos muy poca información relacionada con las trayectorias de este alumnado dentro de la educación superior. La presente investigación tiene como objetivo conocer qué elementos favorecen la construcción de trayectorias académicas exitosas de las jóvenes musulmanas de origen marroquí, entendiendo como ‘trayectorias académicas exitosas’ aquellas que han logrado desarrollarse hasta la universidad. El análisis desarrollado parte del trabajo etnográfico llevado a cabo dentro de diversas asociaciones estudiantiles y en plataformas de redes sociales (Facebook y WhastApp), así como los relatos biográficos de diecisiete jóvenes universitarias de origen marroquí. Los resultados obtenidos muestran como aquellas condiciones que han promovido el éxito académico de estas jóvenes muchas veces son originadas por situaciones de discriminación y subordinación que ellas han transformado en oportunidades para alcanzar sus expectativas académicas y personales. En este sentido, la educación superior ha originado una redefinición de sus identidades como jóvenes musulmanas españolas de origen marroquí. Estas estudiantes han desarrollado una identidad híbrida y flexible que les permite preservar sus valores culturales y religiosos al mismo tiempo que adoptar ciertos elementos de la sociedad mayoritaria para ser reconocidas como parte de esta. Para lograrlo han utilizado su éxito académico, su imagen personal y su participación social para representar una imagen revitalizada y positiva del Islam y de la comunidad marroquí con la finalidad de erradicar situaciones de desigualdad y discriminación, particularmente hacia las mujeres musulmanas que viven en este contexto. Con esta investigación hemos buscado no sólo poner en relieve aquellos elementos que han favorecido las trayectorias de estas estudiantes sino también hacer visible la capacidad que tienen para incidir en sus contextos más cercanos a partir de su éxito académico, así como las constantes reivindicaciones que llevan a cabo.
Previous research has addressed the issue of the presence of the children of Moroccan immigrants in the Spanish educational system demonstrating how they face various difficulties related to low levels of accreditation and lower school continuity compared to their native peers. However, these researches have focused mainly on those conditions that contribute to academic failure, making invisible the successful trajectories of those students who have performed well in school and have continued towards higher education. Furthermore, they have not delved into the elements that define the academic experiences of men and women, leaving a significant empirical gap if we consider that gender conditions the responses of schooling. Another element little studied has been the religion and the way in which it affects the academic trajectories of the Muslim students of Moroccan origin, in particular those of the female students. Last, in the Spanish context most of these researches have focused on compulsory and post-compulsory levels, so at the moment we have very little information related to the trajectories of Moroccan origin students in higher education. The present research aims to identify the elements that contribute to the academic success of young Muslim women from Moroccan origin, understanding as ‘successful academic trajectories’ those who have carry on until higher education. The study is based on an ethnographic work carried out within various student associations and on social networking platforms (Facebook and WhatsApp), as well as in the life stories of seventeen young female students. The results show that the conditions that have promoted the academic success of these young women are often originated by situations of discrimination and subordination that they have transformed into opportunities to achieve their academic and personal expectations. In this sense, higher education has motivated a redefinition of their identities as young Spanish Muslims of Moroccan origin. These students have developed a hybrid and flexible identity that allows them to preserve their cultural and religious values, and at the same time adopt certain elements from the mainstream society so they can be recognized as part of it. To achieve this, they have used their academic success, their personal image and their social participation to represent a positive and revitalized image of Islam and the Moroccan community with the aim of eradicating situations of inequality and discrimination, especially towards Muslim women living in Spain. With this research we have sought not only to highlight those elements that have encouraged the trajectories of these students, but also to make visible their ability to influence their closest contexts based on their academic success, as well as the constant vindications they make.
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Istúriz, Gisela Díez. "Weibliche Lesekultur als Spiegel der sozialen und kulturellen Entwicklung in Spanien im 19. Jahrhundert." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2007. http://dx.doi.org/10.18452/15641.

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Das 19. Jahrhundert wird in den westlichen Ländern Zeuge tiefer Veränderungen auf dem Bereich des Buchdruckes, der dank der Fortentwicklung der Technik ihre handwerklichen Herstellungsverfahren in eine industrialisierte Produktion umwandelt. Es erlebt den Ausbruch und die Entfaltung des Pressewesens und die rasante Steigerung der Konsumentenzahl von Druckerzeugnissen. Diese Entwicklung, die als Revolution – die zweite Revolution des Buchdruckes – bezeichnet wird, resultiert aus den parallel laufenden soziokulturellen Veränderungen – wie die Demokratisierung der Bildung –, die sich schon im 18. Jahrhundert ihren Weg anbahnten und die sich kraft des Vorantreibens und der Verbreitung einer schriftlichen Kultur fortwährend entwickeln konnten. Die Etablierung liberalen Gedankengutes treiben auch in Spanien eine neue Konzeption des Individuums voran, das Bildung, Information, öffentliche Meinungsäußerung, die eine schriftliche, gedruckte Kommunikationsform implizieren, als seine elementaren Rechte betrachtet. Infolge dieses Hergangs wird der Leserkreis stetig größer und differenzierter; nicht nur neue gesellschaftliche Schichten erringen für sich den Zugang zur Schrift, sondern auch die geschlechtsspezifischen, aus der traditionellen, patriarchalischen, spanischen Mentalität resultierenden Defizite hinsichtlich der Bildung der Frau nehmen, ihren Eintritt in die Lesergemeinschaft ebnend, konstant ab. Die Wandlung der Frau zur Teilhaberin und sogar zur Mitgestalterin der schriftlichen Kultur in Spanien erfolgt abhängig von den historischen und politischen Gegebenheiten und nicht konstant und in gleichem Maße im ganzen Land. Der schwierige Weg zur Bildung, der Einfluss der katholischen Kirche, die sozialen Unterschiede, sind entscheidende Faktoren für die Geschwindigkeit, mit der sich diese Veränderung vollzieht. Ziel dieser Arbeit ist eine geschichtliche Veranschaulichung der Entstehung und Konsolidierung einer weiblichen Leserschaft und der begleitenden Umstände auf den Bereichen des Buch-, Bibliotheks-, und Bildungswesens.
In the course of the 19th century deep changes take place in the world of printing, mostly due to the improvements of the techniques and the industrialisation of the production. But this revolutionary development, known as the second revolution of the printing, results itself from the cultural, political and social transformations which happen contemporaneously. The advance of liberal ideologies with their new conception of the individual, who regards education, information and freedom of speech - which imply a written, a printed communication form - as his elementary rights, strengthens the spreading of a written culture, so that many countries experience a rapid increase of the number of consumers of printed products. These innovations will also reach Spain and deeply influence its society and culture. The alphabetised population increases, the number of readers becomes constantly larger and the readership more differentiated. New social groups achieve the right of education and become in this way potential readers, the women being the most important of them. The traditional, patriarchal, catholic Spanish mentality changes slowly allowing them to be alphabetised and educated. Women begin in the 19th century to take actively part on the cultural live of the country and not only as readers but also as authors. This transformation does not take place continually and in the same measure all along the country, due to the influence of the historical and political conditions. The difficult way to education, the power of the Catholic Church and the social differences become for instance crucial factors which define the rapidity and the significance of the development. This thesis presents the process of the emergence and consolidation of a female readership during the 19th century, illustrated with a description of the evolution on the ranges of the book production, of the library and education system and many examples of reading materials and publications for and of women.
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MARTIN, GARCIA Teresa. "Women's education and fertility in Spain : the impact of educational attainment and of educational choice on first, second and third births." Doctoral thesis, 2005. http://hdl.handle.net/1814/5280.

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Defence date: 5 December 2005
Examining board: Prof. Jaap Dronkers (EUI, Supervisor) ; Prof. Gösta Esping-Andersen (Pompeu Fabra University)(External Co-Supervisor) ; Prof. Martin Kohli (EUI) ; Prof. Massimo Livi Bacci (University of Florence)
First made available online 7 September 2016
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Jarnagin, Whitney Locke. "Life Lived Well: A Narrative Analysis of One Woman‟s Wellness Across the Life Span." 2009. http://trace.tennessee.edu/utk_graddiss/42.

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The Indivisible Self (Myers & Sweeney, 2004; Myers & Sweeney, 2005a) model of wellness was proposed in the counseling literature to serve as a framework for enhancing wellness across the life span. Numerous researchers conducted a variety of investigations related to this model; however, gaps in the literature still exist. The aim of the current study was to add to the body of existing literature by investigating one woman‟s wellness across the life span utilizing qualitative methods. The senior adult participant provided a narrative of her life in the form of an oral history. This narrative was then analyzed through the lens of the Indivisible Self model of wellness. The result of this analysis was a descriptive picture of wellness for this woman over the course of her life as it relates to the five Second Order factors of the Indivisible Self model. These five Second Order factors are the Creative Self, Coping Self, Social Self, Essential Self, and Physical Self. In addition to this descriptive picture of wellness, several themes were identified that were central to the participant‟s stories. These themes were Activity, Pleasure, Faith, Relationships, and Helping. The relationship between these themes and concepts from the Indivisible Self model are discussed. Implications of the findings and directions for future research are provided.
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Books on the topic "Women – Education – Spain"

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Rica, Sara de la. Ceiling and floors: Gender wage gaps by education in Spain. Bonn, Germany: IZA, 2005.

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Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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Sedeño, Eulalia Pérez. Cien años de soledad-- y olvido: Lección de apertura del curso académico 2007-2008. Santander: Servicio de publicaciones de la Universidad de Cantabria, 2007.

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Women's literacy in early modern Spain and the new world. Burlington, VT: Ashgate, 2011.

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Sánchez, Ma Luisa Zagalaz. La educación física femenina en España. Jaén [Spain]: Universidad de Jaén, Servicio de Publicaciones e Intercambio Científico, 1998.

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Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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Sordé-Martí, Tere. Les reivindicacions educatives de la dona gitana: Assaig. Cabrera de Mar, El Maresme: Galerada, 2006.

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Martí, Tere Sordé. Les reivindicacions educatives de la dona gitana: Assaig. Cabrera de Mar: Galerada, 2006.

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Rodríguez, María del Alcazar Cruz. Historia del Instituto "Santísima Trinidad" de Baeza 1869-1953: Aportaciones al estudio de la educación de las mujeres. [Jaén]: Universidad de Jaén, 2002.

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Rodríguez, María del Alcazar Cruz. Historia del Instituto "Santísima Trinidad" de Baeza 1869-1953: Aportaciones al estudio de la educación de las mujeres. [Jaén]: Universidad de Jaén, 2002.

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Book chapters on the topic "Women – Education – Spain"

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Calvo-Iglesias, Encina, Irene Epifanio, Sonia Estrade, and Elisabet Mas de les Valls. "Gender Perspective in STEM Disciplines in Spain Universities." In Women in STEM in Higher Education, 165–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_9.

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AbstractIn this paper we present different initiatives carried out by Spanish universities for the incorporation of the gender perspective in STEM disciplines. One of these initiatives is the collection of guides of the Vives University Network for university teaching. These guides cover the sections of objectives, contents, evaluation, learning environment, organizational modalities, teaching methods, and didactic resources with the aim of making women scientists visible in the discipline and eliminating the androcentric vision that predominates in science and engineering. In particular, we analyze the fields of engineering, mathematics, and physics. With the aim of being more than just a review of different initiatives, the paper unifies the fundamentals on which these initiatives are based. Thus, the general principles are well defined, and those aspects more related to each university and discipline particular cultures are identified. The comparison between initiatives will allow us to identify both successful strategies and resistances. Sometimes, the confluence of different events allows an action to become relevant or not. As a result, the paper can be used to effectively define the implementation strategy of the incorporation of gender perspective in STEM teaching at university level.
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Merino, Mercedes Del Río, and Isabel Salto-Weis Azevedo. "Women Presence in Engineering in Spain: Causes and Measures to Attract more Women. the case of the Polytechnic University of Madrid (UPM)." In GIEE 2011: Gender and Interdisciplinary Education for Engineers, 403–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-982-4_30.

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Valiente, Celia. "Child Care in Spain after 1975: the Educational Rationale, the Catholic Church, and Women in Civil Society." In Childcare and Preschool Development in Europe, 72–87. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230232778_5.

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Cruz, Anne J. "Women’s Education in Early Modern Spain." In The Routledge Research Companion to Early Modern Spanish Women Writers, 27–40. Routledge, 2017. http://dx.doi.org/10.4324/9781315612904-3.

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Gil-Hernández, Carlos J., Fabrizio Bernardi, and Ruud Luijkx. "Intergenerational Social Mobility in Twentieth-Century Spain." In Education and Intergenerational Social Mobility in Europe and the United States, 224–50. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503610163.003.0010.

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This chapter studies long-term trends in intergenerational class mobility in Spain across the twentieth century drawing from a large pooled dataset (n = 81,475). From the 1960s, Spain underwent a late but intense economic, cultural, and political modernization process. During this period of far-reaching institutional change, men and women experienced a significant increase in upward mobility rates and social fluidity: steady and substantial for women, more modest for men. We disentangle different pathways driving this change in social fluidity using counterfactual simulations. The main drivers of the observed equalization of opportunities were the educational expansion and the direct effect of social origins. We argue that women were particularly benefited from dramatic structural changes in labor force participation, occupational upgrading, and educational expansion in which more room at the top allowed disadvantaged social classes to depart from their origins.
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"“Let Your Women Keep Silence”: The Pauline Dictum and Women’s Education." In Women's Literacy in Early Modern Spain and the New World, 137–52. Routledge, 2016. http://dx.doi.org/10.4324/9781315546513-16.

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Maestripieri, Margarita. "So close, so far? Part-time employment and its effects on gender equality in Italy and Spain1." In Dualisation of Part-Time Work, 55–84. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348603.003.0003.

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This chapter analyses the cleavages among the insiders and outsiders of different groups of women in Italy and Spain with a particular focus on part-time employment. Given the prevalence of dualisation in Southern European labour markets, people employed in part-time work and non-standard employment are particularly vulnerable to precarious conditions. Only a minority of part-time contracts are voluntarily entered into by women. The authors argue that, in comparison with other European countries, part-time employment in Italy and Spain appears to be a form of implementing external labour market flexibility rather than an instrument created to ease work/family conflicts for women. Using an intersectional analytical approach, the authors show how the distribution of non-standard and involuntary part-time work is unequal among different groups of women, exposing young (in Italy) and low educated (in Spain) women in particular to deteriorated labour market conditions. The situation of disadvantage is magnified when there is a particular combination of lack of education, age and childcare requirements.
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Sarker, Sonita. "Victoria Ocampo." In Women Writing Race, Nation, and History, 139–65. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.003.0006.

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Ocampo has primarily been read as a modernist cosmopolitan (literally, a citizen of the world), and as quintessentially Argentinian at the same time; she claimed citizenship in “America” as a continent. This chapter explores how her lineage, relationship to land, learning, and labor form the foundation of her “native-ness.” With the advantage of an education in English and French provided to her at home, and with the cultural capital of being from a prominent family, Ocampo undertook a literary career that spanned continents and brought about an international meeting of the minds across the USA, France, Spain, Argentina, and India. Belonging, for Ocampo, was about thinking beyond national borders to a human solidarity against oppression and discrimination.
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Cardona-Moltó, María Cristina, and Cristina Miralles-Cardona. "Education for Gender Equality in Teacher Preparation." In Advances in Educational Marketing, Administration, and Leadership, 65–89. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8025-7.ch004.

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Since the ratification of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women in 1979, education has been regarded as an essential vehicle to face gender inequities. As a result, universities are increasingly recognizing the need for mainstreaming gender into education to ensure that all graduates are prepared for developing a gender-sensitive practice. With the purpose of bringing evidence of present developments in connection with current European policies, student teachers' and educators' perceptions of gender mainstreaming implementation from three education programs at the University of Alicante, Spain were explored. Findings reveal that there is a common view that gender mainstreaming has not emerged as a priority in teacher education and that institutional indifference in implementing a gender approach in teaching is a norm. The study contributes to identifying areas of need suggesting actions for making progress in gender equality training at institutional and curricular levels.
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Breen, Richard, and Walter Müller. "Introduction." In Education and Intergenerational Social Mobility in Europe and the United States, 1–19. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503610163.003.0001.

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This chapter sets out the main goal of the volume: to examine the role of education in shaping rates and patterns of intergenerational social mobility among men and women during the twentieth century. This is a particularly timely question given the concerns of politicians and policy makers with intergenerational mobility and their belief that the solution lies in education. The chapter explains what we mean by social mobility and the distinction between absolute and relative mobility, and it sets out the reasons why we expect changes to the educational system to lead to changes in both absolute and relative mobility. The chapter discusses the reasons for choosing the eight countries on which we focus: the United States, Sweden, Germany, France, the Netherlands, Italy, Spain, and Switzerland. The operationalization of our main variables is explained and the questions to be addressed in each of the subsequent country chapters are set out.
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Conference papers on the topic "Women – Education – Spain"

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Maseda Rego, F. Javier, Itziar Martija López, Patxi Alkorta Egiguren, Izaskun Garrido Hernández, and Aitor J. Garrido Hernández. "WOMEN IN ENGINEERING, FACULTY OF ENGINEERING IN BILBAO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end124.

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The situation of women in the engineering world has different aspects. On the one hand, it can be stated that women are well received in certain areas of the technological world, and they are very integrated into academia. In other areas, such as the world of industrial business, recognition is more complex being those less open environments. Last century, the woman who broke the taboo in Spain was the mayor of Bilbao and the first industrial engineer graduated in Spain in 1912, Pilar Careaga. By means of her public presence, her message could reach the general society, but as something exceptional. At the Faculty of Engineering in Bilbao, the first female Industrial Engineer was Pilar Ipiña, graduated in 1965. Fifty-three years had passed. Women in Engineering, more than a century later, remain a clear minority. While it is true that the presence of women in engineering schools is socially fully accepted, it is no less true that many young women dismiss the possibility of approaching that world from an early age. The lack of benchmarks seems to be a clear factor. Many of the engineers who are being interviewed in the search for ideas to motivate girls and young women, end up seeing lacks of references when asked about it. While the experience of being a woman in such a traditionally male field has lights and shadows, reflect of what can be seen in different referenced studies, a positive message must be transmitted, as this has been the experience of both engineering students and workers in academia or in the business world. Proposing solutions to smooth out the differences in numbers between men and women in the world of Engineering and Science requires knowing the causes, in order to be able to carry out actions that lead to collecting women's talent and with the appropriate training give it all the value that can achieve, both in the improvement of society as a whole and in the personal development of each of them. The aim is to achieve real equal choice between women and men and put everyone at the service of a better society. Equality is theoretically achieved, but it can still be improved.
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Angelidou, Georgia. "Analysis Of Process Of Adaptation And Acculturation Of Refugee Women In Spain." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.17.

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Lozano Albalate, María Teresa, Ana Isabel Allueva-Pinilla, José Luis Alejandre-Marco,, Raquel Trillo-Lado, Sergio Ilarri-Artigas, Carlos Sánchez-Azqueta, Lorena Fuentes-Broto, Susana Bayarri-Fernández, and Concepción Aldea-Chagoyen. "Projects to encourage female students in STEM areas." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9474.

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Today, the number of female students that enrol in degrees related to Science, Technology, Engineering and Mathematics (STEM) areas is quite low. So, numerous initiatives have arisen to promote these degrees and encourage female students in these areas. In this context, the EuLES Network (u-Learning Environments in Higher Education), an interdisciplinary network created in 2010 at the University of Zaragoza (Spain) to foster research, interaction, cooperation and transfer of knowledge and technologies related to learning and open education, has developed two projects oriented to High School Students: “WikinformáticA! en Aragon” and “Women in STEM by EuLES”. WikinformáticA! en Aragón is a competition for student groups in which they develop a wiki on prominent women in the history of Information and Communication Technology (ICT). The objective is the visibility of women involved in technology. The purpose of the Women in STEM project is to offer testimonies of women in Science, Technology, Engineering and Mathematics to encourage scientific vocations, especially in young people and girls. The project consists of conducting video interviews of women who work or study in these disciplines. All the videos, along with a short biography, are posted on the web.
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Azpillaga-Larrea, Verónica. "Differences in Language Learning Between Women and Men in the Schools of the Basque Country (Spain)." In 3rd world conference on Future of Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.wcfeducation.2021.05.37.

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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela, and José Ramón Vitoria. "Self-efficacy in first-year university students: a descriptive study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.

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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.
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Solá Molina, Alondra, Pablo Solano López, Sergio Cuevas del Valle, Ester Velázquez Navarro, Patrick Townsend, Paula Alberca Díez, and Hodei Urrutxua Cereijo. "Asociación Aeroespacial Cosmos: educational impact and returns of a three-year-old student aerospace association." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.086.

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Cosmos Aerospace Association is a leading engineering students’ group, located in the Universidad Rey Juan Carlos (URJC) in Madrid, Spain. Providing a one-of-a-kind opportunity to all varieties of students for both personal and engineering growth, it is one of the few active aerospace student associations in Spain. Within this work, we introduce the achievements, influence and lessons learned from our association in these years. We focus on its educational impact in the environment of the university: not only from the perspective of aerospace-related degrees but also in the promotion of STEM careers on students of all ages. Conceived by undergraduate aerospace students and supported by professors and university staff, Cosmos was born to provide a creative and learning environment in the promotion of our passion for space and science in general. Bringing together students with similar mindsets, it has become a symbiotic platform in which all university actors share their efforts and join forces to enhance the university experience both from a curricular and extracurricular perspective. The association is divided into three main areas: Administration and Legal, Construction, and Education. Each of these areas branch with Projects and smaller teams both transversal and vertically. Under the Construction branch, both aeromodelling, satellite and rocketry projects are found and developed. An autonomous VTOL vehicle and a solid combustion rocket are being designed with internal and external funding. Special mention goes to the design and construction of CosmoSat-1, our very first CubeSat mission, which is now starting to take off. The Education area involves the organization of cultural and educational activities, from coding seminars, hackathons to film forums or Women in STEM days, all of them transversal to the aerospace industry. In this regard, our most ambitious project to date has been SpaceCon URJC: a space-themed conference by and for university students, bringing together professionals from aerospace companies, space agencies, and research groups in a month-long virtual conference. Over a series of presentations and interviews, students can get a glimpse of a variety of possible careers in everything from satellite manufacturing, orbital mechanics, space debris, and everything in between. With an initial run in 2020, SpaceCon has been repeated in 2021 with great success. In short, COSMOS, while promoting a passionate interest for Space, has become a common meeting point for students and professors outside the fixed and fitted courses, where creativity can boom and grow.
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Arias Casals, Helena, Mariona Badenas Agustí, Carla Conejo González, Laia Ribas Cabezas, Ariadna Farrés Basiana, Núria Jar, Neus Sabaté Vizcarra, Cesca Cufí Prat, and Anna Bach Valls. "Hypatia I: a multi-generational and multi-disciplinary crew of female analog astronauts dedicated to space research, scientific outreach, and promotion of female role models in space careers." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.059.

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The low representation of women (~33%) in Science, Technology, Engineering and Mathematics (STEM) careers is extremely concerning and cultivates male-dominant cultures across a variety of academic and professional disciplines. In Spain, only 39% of national projects are led by women, thus evidencing the so-called “leaking pipeline”, that is, the tendency of women and other underrepresented groups to eventually abandon STEM-related fields. This social disequilibrium is particularly strong in the international space sector, where women represent less than ~20% of the workforce. The Hypatia I mission —a multi-generational and multi-disciplinary crew of 9 female scientists— seeks to help address this problem. In April 2023, the Hypatia I crew will participate in a two-week Martian analog mission at the Mars Desert Research Station (Utah, United States) with the goal of (i) performing high-quality space-related research in a simulation environment, (ii) conducting outreach and science communication activities, and most importantly, (iii) promoting female role models in STEM-related fields and inspiring future generations of scientists, particularly young girls interested in space careers
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