{"title":"Gender Mainstreaming in Public Universities in Mexico","authors":"Carlos David Carrillo Trujillo, Rebel\u00edn Echeverr\u00eda Echeverr\u00eda, Nancy Evia Alamilla, Roc\u00edo Quintal L\u00f3pez","volume":113,"journal":"International Journal of Psychological and Behavioral Sciences","pagesStart":1723,"pagesEnd":1727,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10004700","abstract":"
Gender as a social construct is a term now widely studied. Within the social sciences it has become very important. In this sense, psychology tries to make some contributions from your area. The intention is to promote equal opportunities for men and women. Social, employment and educational inequities perpetuate sexism, violence and other important social problems in Mexico. The gender perspective is conceptualized as a tool to promote laws, policies, plans, programs and procedures where women are made \u200b\u200bvisible and empowered. The aim of this is the pursuit of equality. Thus, gender mainstreaming is one of the main challenges of education in Mexico. Only a few universities have programs, research or subjects related to the topic. Human resources, and time allocated to teachers are identified as obstacles to the institutionalization of gender. The objective was to make a diagnosis on course offerings and policies on gender. A documentary study and interviews with managers of at least 20 higher education institutions (IES's) were performed. The results indicate the need for greater gender courses, research projects and intervention. The need to promote policies that seek equal opportunities between men and women is also noted.<\/p>\r\n","references":"[1]\tBuquet, A.G. (2011). Transversalizaci\u00f3n de la perspectiva de g\u00e9nero en la educaci\u00f3n superior. Problemas conceptuales y pr\u00e1cticos. Perfiles Educativos. (33) pp. 211-225.\r\n[2]\tSEP (2012). Gu\u00eda para formular el Programa Integral de Fortalecimiento Institucional (2013-2014). http:\/\/pifi.sep.gob.mx\/ScPIFI\/GPIFI_2012\/ guia\/2\/5\/3\/4\r\n[3]\tTarr\u00e9s, M.L. (1999). Palabras inaugurales en Encuentro de Universidades de Latinoam\u00e9rica y del Caribe. En Montecino S. & Obach, A. (Comps.) G\u00e9nero y Epistemolog\u00eda, Mujeres y disciplinas en G\u00e9nero y Epistemolog\u00eda, Mujeres y disciplinas, Santiago: LOM.\r\n[4]\tD\u00edaz-Cervantes, R. (2014). La perspectiva de g\u00e9nero en la comprensi\u00f3n de la masculinidad y la sobrevivencia ind\u00edgena en M\u00e9xico. Revista ASyD, 11, 359-378. http:\/\/www.colpos.mx\/asyd\/volumen11\/numero3\/ asd-14-045.pdf \r\n[5]\tP\u00e9rez Armendariz, E.M. (2010). Hacia la inclusi\u00f3n de la equidad de g\u00e9nero en la Pol\u00edtica de Ciencia y Tecnolog\u00eda en M\u00e9xico, Revista Investigaci\u00f3n y Ciencia, 46, 43-56. http:\/\/www.uaa.mx\/investigacion\/ revista\/archivo\/revista46\/Articulo%206.pdf \r\n[6]\tCastells, M. (1998). La era de la informaci\u00f3n. El poder de la identidad. Madrid: Alianza.\r\n[7]\tBuquet, A. (2005). Panorama actual de los centros, programas y \u00e1reas de estudios de la mujer y de g\u00e9nero en instituciones de educaci\u00f3n superior en M\u00e9xico, en Bartra, E., Goldsmith, M y Careaga, G. (comps.), Estudios feministas en Am\u00e9rica Latina y el Caribe. M\u00e9xico: UAM\/UNAM-PUEG, pp. 265-278 (digital edition)\r\n[8]\tDonoso V\u00e1zquez, T y Velasco Mart\u00ednez A. (2013). \u00bfPor qu\u00e9 una propuesta de formaci\u00f3n en perspectiva de g\u00e9nero en el \u00e1mbito universitario. Profesorado, Revista de curriculum y formaci\u00f3n del profesorado. 17, (1) pp. 71-88.\r\n[9]\tDonoso, T.; Figuera, P. & Rodr\u00edguez Moreno, M. L. (2011). Barreras de ge\u0301nero en el desarrollo profesional de la mujer universitaria. Revista de Educacio\u0301n, 355, 187-188. \r\n[10]\tVentura Franch, A. (2008). Normativa sobre estudios de ge\u0301nero y universidad. Feminismo\/s, 12, 155- 184.","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 113, 2016"}