Factores relacionados con las creencias distorsionadas sobre las mujeres y la violencia en estudiantes de Educación Secundaria

  1. Esther Rivas-Rivero 1
  2. Mirian Checa-Romero 1
  3. Alejandro Viuda-Serrano 1
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2022

Issue Title: Explorando lo común y lo público en las prácticas de enseñanza

Issue: 395

Pages: 363-389

Type: Article

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More publications in: Revista de educación

Abstract

Gender-Based Violence (GBV) is an issue facing cultures globally and its origin can be found in gender-differentiated socialisation. This paper presents a cross-sectional and ex-post-facto study among a sample of 777 adolescents of Secondary Education in Castilla-La Mancha region (Spain) analysing the differences between boys and girls regarding distorted thoughts about women and the use of violence, as well as the relationship with religiosity, political positioning and the consumption of pornography. Findings show that boys have a greater tolerance towards these thoughts. Statistically significant differences were found among those who consider themselves to be very religious, politically right-wing and pornography consumers, compared to those who consider themselves to have little or no religious feelings, to be politically left-wing and to consume little or no pornography, respectively. Furthermore, the results of structural equation modelling show that sexism is directly related to distorted thoughts, while the relationship with religiosity and political conservatism is indirect. In summary, it is essential to identify their prevalence in adolescent population in order to prevent acceptance of intimate partner violence in future relationships. Educational environment has a major role for gender equality to build a society far removed from any form of discrimination against women, what should start with teacher training programmes and the inclusion of gender perspective in the classroom.

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