What Makes you Think you are Feminist?Development and Validation of the Feminist Attitudinal and Behavioral Scale for Teachers

  1. Nieves Moyano 1
  2. María del Mar Sánchez-Fuentes 2
  3. María Mairal 3
  4. Lucía Sanagustín 4
  5. Alberto Quilez-Robres 4
  1. 1 Department of Evolutionary and Educational Psychology, University of Jaén, Spain
  2. 2 Mind, Brain, and Behavior Research Center, University of Granada, Spain
  3. 3 Department of Educational Sciences, University of Zaragoza, Spain
  4. 4 Department of Evolutionary and Educational Psychology, University of Zaragoza, Spain
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Revista:
Revista de psicoterapia

ISSN: 1130-5142,  2339-7950

Año de publicación: 2024

Título del ejemplar: Género y sexualidad: nuevos enfoques terapéuticos

Volumen: 35

Número: 128

Páginas: 56-66

Tipo: Artículo

DOI: 10.5944/RDP.V35I128.38806 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de psicoterapia

Resumen

Los profesores desempeñan un papel clave a la hora de apoyar y fomentar actitudes igualitarias en la escuela. Este estudio tenía como objetivo desarrollar y validar la Escala Feminista de Actitudes y Comportamientos para Profesores (FABS-T), una medida que comprende tanto dominios actitudinales como comportamentales. Para ello, llevamos a cabo dos estudios con profesores de Educación Infantil y Primaria y profesores en formación. En el Estudio 1, cualitativo (N = 309), se preguntó a los participantes sobre situaciones en las que se les había retratado como feministas. Surgieron seis temas, para los que desarrollamos una versión inicial de 60 ítems. El estudio 2 (N = 451) tenía como objetivo evaluar la estructura factorial, la fiabilidad y la validez. El análisis factorial exploratorio y confirmatorio respaldó una versión de 42 ítems del FABS-T con una estructura final compuesta por cinco dimensiones (56,7% de la varianza explicada). Tanto para el dominio actitudinal (Apoyo Igualitario Público y Apoyo Igualitario Privado) como para el conductual (Confrontación del Sexismo, Activismo y Prácticas de Enseñanza), la fiabilidad fue buena. La mayoría de las dimensiones se relacionaron positivamente con la autoidentificación feminista, y negativamente con el sexismo ambivalente y la orientación de dominación social. Se observaron diferencias de género en las dimensiones conductuales. Destacamos la necesidad de distinguir las actitudes de los comportamientos, ya que estos últimos se revelaron como un aspecto central de la autoidentificación como feminista.

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Fuente de los datos: Dialnet