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University teaching in Ecuador: Challenges from the gender perspective

Abstract:

The articulated processes of higher education with a gender perspective constitute an important contribution to the community and lead to the appreciation of all people, without distinction of any kind; however, patriarchal structures still prevail, causing clear differences. This hegemonic, androcentric thought in university spaces causes difficulties in the institutionalization and mainstreaming of the gender perspective, motivating to analyze the gender approach in teaching at the Catholic University of Cuenca-Ecuador. This research was of a mixed type, with a field-type research technique, the population being finite, made up of 15,975 informant agents, namely: Teachers, managerial administrative staff, as well as students, to whom a stratified probabilistic sampling was applied. The data analysis techniques used were: Impact analysis, exploratory-descriptive analysis of historical data, confirmatory factor analysis of the applied psychometric instrument and, finally, discrimination tests of the total scale and subscales obtained. It is concluded that, in the university, there is a difference between genders in teaching, while, in administrative and service personnel, this trend turns in the opposite way; likewise, in the teaching staff in specific areas the male presence is greater than the female, who are underrepresented.