Gender equality and education in Spain: ideology and governance

Abstract

E d u c at i o n i nq u i ry Education Inquiry is an international on-line, peer-reviewed journal with free access in the field of Educational Sciences and Teacher Education. It publishes original empirical and theoretical studies from a wide variety of academic disciplines. As the name of the journal suggests, one of its aims is to challenge established conventions and taken-for-granted perceptions within these fields. Education Inquiry is looking for lucid and significant contributions to the understanding of contextual, social, organizational and individual factors affecting teaching and learning, the links between these aspects, the nature and processes of education and training as well as research in and on Teacher Education and Teacher Education policy. This includes research ranging from preschool education to higher education, and research on formal and informal settings. Education Inquiry welcomes crossdisciplinary contributions and innovative perspectives. Of particularly interest are studies that take as their starting point, education practice and subject teaching or didactics. Education Inquiry welcomes research from a variety of methodological and theoretical approaches, and invites studies that make the nature and use of educational research the subject of inquiry. Comparative and country-specific studies are also welcome. Education Inquiry readers include educators, researchers, teachers and policy makers in various cultural contexts. Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. Open section: Articles sent in by authors as part of regular journal submissions and published after a blind review process. Thematic section: Articles reflecting the theme of a conference or workshop and published after a blind review process. Invited section: Articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and published after a review process. Education Inquiry is a continuation of the Journal of Research in Teacher Education, which is available in printed copies as well as electronic versions and free access at

Participation of women in doctorate, research, innovation, and management activities at Universidad Politécnica de Madrid: analysis of the decade 2006–2016

“…This implied a projection of the gender mainstreaming over the social, cultural and artistic scopes, in which inequality could be generated or perpetuated, considering the equality as a cross-sectional issue. As a result, the entry into force of these measures had a positive, although lower than expected, effect over the years, contributing to the slight increase of the proportion of women holding a permanent position in UPM (Zufiaurre et al 2010).…”

Researching Feminine Professions: Reflections on Infant Schooling

“…"Gender research" is, at least in Europe, and in the western world (Zufiaurre, et al, 2010), a flourishing field of research which pushes to improvement and to social changes from gender perspectives. But this, evidently, can move otherwise and can also move backwards.…”

“…This project, outlined ways to intervene at schools which have continued over the time specifically in Infant and Primary Education. (see Publications, Zufiaurre & Pellejero, 2000;Zufiaurre & Albertín, 2009;Zufiaurre, Pellejero & Weiner, 2010;Zufiaurre, Wilkinson, & Albertin, 2013, plus papers in Conferences (AERA, ECER and others).…”

Education and the empowerment of women in household decision‐making in Spain

“…Likewise, Southern European countries are also more attached to traditional gender roles in the division of labour in the household (Hank and Jürges, ). We expect that in a country like Spain, where equality between men and women has advanced significantly since the advent of democracy (Zufiaurre et al ., ), an increase in the educational level of the wife and/or husband is associated with a more egalitarian distribution of household decisions.…”