Educational inclusion according to students and teachers: immigrants' integration and gender
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Abstract
Every year, the amount of global migrant population that tries to enter the educational system increases dramatically, encountering multiple difficulties in their integration. Likewise, gender integration is another of the pending debts. Different studies have analyzed the degree of integration of the migrant population in the educational field, as well as the acceptance by the receiving educational community. The refusal to work on subjects related to gender and diversity has also been studied, which reveals that the demands of organizations such as UNESCO or WHO, regarding the need to advance in an educational model that starts from the principle of equality, have not been heard. However, no studies have been developed that analyze both aspects in the educational field, contrasting the perspective of two of its main actors: the student body and the teaching staff. 491 Argentine adults participated in the study (58% women and 42% men), of the results 312 were university students and 179 teachers, aged between 18 and 75 years. A self-administered questionnaire was used, which investigated attitudes towards the inclusion of immigrants and the gender perspective in education, as well as sociodemographic variables. The results showed that the students presented more favorable attitudes both towards the inclusion of immigrants in the educational field, as well as towards gender diversity in education, compared to the teachers who were part of the study. Likewise, women carry out activities significantly more favorable towards the inclusion of immigrants in the educational field, such as a greater favorable perspective with respect to gender, compared to men. The scope and limits of the study are discussed, as well as the role of teachers and students in educational inclusion.
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