Relationship between gender with civic and citizenship attitudes in Colombia
Relación del género con las actitudes cívicas y ciudadanas en Colombia
Relação do gênero com atitudes cívicas e cidadãs na Colômbia
Resumen (es)
La Asociación Internacional para la Evaluación del Logro Educativo (IEA) ha desarrollado varios estudios sobre Educación Cívica y Ciudadana (ICCS). Esta investigación analizó los resultados del estudio ICCS del 2016 en Colombia y su relación con el género. Para este fin, se examinaron los datos de 5609 estudiantes, los cuales fueron seleccionados de manera aleatoria por la IEA para responder un cuestionario de 3 componentes, 9 categorías y 72 ítems. El alfa de Cronbach del cuestionario estableció que tiene una confiabilidad alta y la prueba Kruskall-Wallis determinó diferencias significativas entre hombres y mujeres en los resultados del cuestionario, en 8 de las 9 categorías. Lo anterior permitió concluir que existe una relación entre el género con las actitudes cívicas y ciudadanas en Colombia.
Resumen (en)
The International Association for the Evaluation of Educational Achievement (IEA) conducted several studies on International Civic and Citizenship Education (ICCS). This study analyzed the results of the 2016 ICCS study in Colombia and its relationship with gender. To perform such analysis, we examined data from 5,609 students. The students were randomly selected by the IEA to answer a questionnaire with 3 components, 9 categories, and 72 items. Cronbach’s alpha established the questionnaire’s high reliability, and the Kruskall–Wallis test determined significant differences between men and women in the results of the questionnaire in 8 of the 9 categories. Therefore, there is a relationship between gender and civic and citizenship attitudes in Colombia.
Resumen (pt)
A Associação Internacional para a Avaliação do Desempenho Educacional (IEA) tem desenvolvido vários estudos sobre Educação Cívica e para a Cidadania (ICCS). Esta pesquisa analisou os resultados do estudo ICCS de 2016 na Colômbia e sua relação com o gênero. Para tanto, foram examinados os dados de 5.609 estudantes, selecionados aleatoriamente pelo IEA, que responderam a um questionário com 3 componentes, 9 categorias e 72 itens. O alfa de Cronbach do questionário estabeleceu que ele possui alta confiabilidade, e o teste Kruskal-Wallis determinou diferenças significativas entre homens e mulheres nos resultados do questionário em 8 das 9 categorias. O exposto nos permitiu concluir que existe uma relação entre gênero e atitudes cívicas e cidadãs na Colômbia.
Referencias
Arévalo, D., & Padilla, C. (2016). Medición de la confiabilidad del aprendizaje del programa RStudio mediante alfa de Cronbach [Measuring the reliability of RStudio software learning using Cronbach’s alpha]. Revista Politécnica, 37(1), 68. https://revistapolitecnica.epn.edu.ec/ojs2/index.php/revista_politecnica2/article/view/469
Barber, C., & Torney, J. (2009). Gender differences in political efficacy and attitudes toward women's rights as influenced by national and school contexts: Analysis from the IEA Civic Education Study. In D. Baker & A. Wiseman (Eds.), Gender, equality and education from international and comparative perspectives (pp. 357-394). Emerald Group Publishing. https://doi.org/10.1108/S1479-3679(2009)0000010014
Blaskó, Z., Costa, P., & Vera, E. (2019). Non-cognitive civic outcomes: How can education contribute? European evidence from the ICCS 2016 study. International Journal of Educational Research, 98, 366-378. https://doi.org/10.1016/j.ijer.2019.07.005
Blessinger, P., & Carfora, J. M. (2015). Inquiry-based learning for science, technology, engineering, and math (STEM) programs: A conceptual and practical resource for educators (Vol. 4). Emerald Group Publishing.
Canache, D., & Allison, M. (2005). Perceptions of political corruption in Latin American democracies. Latin American Politics and Society, 47(3), 91-111.
Cerio, J. 2000). La tributación consolidada de los grupos de sociedades. Régimen vigente y un modelo para su reforma [Tesis doctoral, Universidad de Navarra]. https://dialnet.unirioja.es/servlet/tesis?codigo=189028
Clarke, H., & Sulsky, L. (2017). The impact of gender ideology on the performance of gender-congruent citizenship behaviors. Human Performance, 30(4), 212-230.
Constitución Política de Colombia [Const.]. Art. 41 de 1991. https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=4125
Côté, R., & Erickson, B. (2009). Untangling the roots of tolerance: How forms of social capital shape attitudes toward ethnic minorities and immigrants. American Behavioral Scientist, 52(12), 1664–1689. https://doi.org/10.1177/00027642093315
Eunjung, M., & Pey, L. (2022). Systematic review of empirical studies on international large-scale assessments of civic and citizenship education. Scandinavian Journal of Educational Research, 66(7), 1269-1291.
Forte, E. N., Wentland Forte, M. H. K., & Duval, E. (1997). The ARIADNE Project (Part 1): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education. European Journal of Engineering Education, 22(1), 61-74. https://doi.org/10.1080/03043799708923438
Ghorbani, M., & Khajavy, G. (2023). Iranian university students’ attitudes toward the US Government and the English language in the Trump era. International Journal of Society, Culture & Language, 11(1), 47-60. https://doi.org/10.22034/ijscl.2022.548713.2539
Gómez, A. (2021). Formación ciudadana en Colombia: Balance de la cuestión, retos y tensiones [Citizen education in Colombia: Balance of the issue, challenges, and tensions]. Praxis, 17(1), 99-110. https://doi.org/10.21676/23897856.4040
González, G., & Santisteban, A. (2016). La formación ciudadana en la educación obligatoria en Colombia: Entre la tradición y la transformación [Citizenship education in compulsory education in Colombia: Between tradition and transformation]. Educación y Educadores, 19(1), 89-102. https://doi.org/10.5294/edu.2016.19.1.5
Guittar, N., & Pals, H. (2014). Intersecting gender with race and religiosity: Do unique social categories explain attitudes toward homosexuality? Current Sociology, 62(1), 41-62. https://doi.org/10.1177/00113921135169
Hoffman, M. (1981). The development of empathy. In J. P. Rushton & R. M. Sorrentino (Eds.), Altruism and helping behavior (pp. 41-63). Lawrence Erlbaum Associates.
Icfes. (2017). Estudio Internacional de Educación Cívica y Ciudadana ICCS 2016. Informe nacional para Colombia 2017 [International Civic and Citizenship Education Study ICCS 2016. National Report for Colombia 2017]. Bogotá, Colombia: Instituto Colombiano para la Evaluación de la Educación, Icfes.
Kerr, D., Sturman, L., Schulz, W., & Burge, B. (2010). ICCS 2009 European Report: Civic knowledge, attitudes and engagement among lower secondary school students in twenty-four European countries. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Lim, V. (2002). Gender differences and attitudes towards homosexuality. Journal of Homosexuality, 43(1), 85-97.
López García, J. C. (2014, diciembre 1). Cómo construir Rúbricas o Matrices de Valoración. Eduteka. http://eduteka.icesi.edu.co/articulos/MatrizValoracion
Loverno, S., Baiocco, R., Lingiardi, V., Verrastro, V., D’Amore, S., & Green, R. (2019). Attitudes towards same-sex parenting in Italy: The influence of traditional gender ideology. Culture, Health & Sexuality, 21(2), 188-204.
Mei, L., Thai, C., & Po, C. (2023). Students’ perceptions of good citizenship in an East Asian society: A secondary analysis of the ICCS 2016. Educational Studies.
Ministerio de Educación Nacional. (1994). Ley General de Educación 115 de 1994. https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf
Ministry of National Education. (2004). Estándares básicos en competencias ciudadanas [Basic standards in citizenship competencies]. https://www.mineducacion.gov.co/1621/articles-75768_archivo_pdf.pdf
Ministry of National Education. (2015). Programa Colombiano de Competencias Ciudadanas [Colombian Citizen Competencies Program]. https://www.mineducacion.gov.co/portal/Preescolar-basica-y-media/Proyectos-de-Calidad/235147:Competencias-Ciudadanas
Mora, R. (2013). ‘Dicks are for chicks’: Latino boys, masculinity, and the abjection of homosexuality. Gender and Education, 25, 340-356.
Morgan, J., & Bruce, M. (2013). Latin American attitudes toward women in politics: The influence of elite cues, female advancement, and individual characteristics. American Political Science Review, 107(4), 644-662.
Ñopo, H., Chong, A., & Moro, A. (2010). Discrimination in Latin America: An economic perspective. Washington DC: The Inter-American Development Bank.
Pinos, V., Pinos, G., Jerves, M., & Enzlin, P. (2016). Attitudes of adolescents toward violence and their related factors. Maskana, 7(2), 1-15.
Rosales Ortega, R. (2006). Geografía económica. In A. Lindón & D. Hiernaux (Eds.), Tratado de geografía humana (pp. 129-146). Anthropos, Universidad Autónoma Metropolitana.
Sánchez, M., López, J., & Altopiedi, M. (2015). Leadership characteristics and training needs of women and men in charge of Spanish universities. Gender and Education, 27(3), 255-272. https://doi.org/10.1080/09540253.2015.1024618
Seligson, M., Smith, A., & Zechmeister, E. (Eds.). (2012). The political culture of democracy in the Americas, 2012: Towards equality of opportunity. Nashville, TN: LAPOP, Vanderbilt University. http://www.vanderbilt.edu/lapop/ab2012/AB2012-comparative-Report-V7-Final-Cover-01.25.13.pdf
Schulz, W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016). IEA international civic and citizenship education study 2016 assessment framework. IEA International Civic and Citizenship Education Study 2016 Assessment Framework (pp. 1-98).
Schulz, W., Ainley, J., Cox, C., & Friedman, T. (2018). Percepciones de los jóvenes acerca del gobierno, la convivencia pacífica y la diversidad en cinco países de América Latina [Young people’s perceptions of government, peaceful coexistence and diversity in five Latin American countries]. International Civic and Citizenship Education Study 2016 by IEA Latin American Report (pp. 1-102). https://doi.org/10.1007/978-3-319-95393-9
Torney, J., Oppenheim, A., & Farnen, R. (1975). Civic education in ten countries: An empirical study. New York, NY: John Wiley and Sons.
Torney, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Vivero, I., & Díaz, O. (2017). Algunas actitudes de los jóvenes hacia la política: ¿Compromiso cívico o desafección política? [Some attitudes of young people toward politics: Civic engagement or political disaffection?]. In S. Gómez Tagle (Ed.), La cultura política de los jóvenes [The political culture of young people] (pp. 409-443). City of Mexico: El Colegio de México. https://doi.org/10.2307/j.ctt1z27h66.10
Zuluaga, L., & Chaguendo, J. (2021). Civic and citizenship education in Colombia: Challenges for students and teachers. In B. Malak-Minkiewicz & J. Torney-Purta (Eds.), Influences of the IEA Civic and Citizenship Education Studies (pp. 1-98). Springer, Cham. https://doi.org/10.1007/978-3-030-71102-3_4
Cómo citar
Licencia
Derechos de autor 2024 Hallazgos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Los autores mantienen los derechos sobre los artículos, y, por tanto, son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:
Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).
Hallazgos está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
La Universidad Santo Tomás conserva los derechos patrimoniales de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia anteriormente mencionada.
