Overcoming Gender Stereotypes & Improving Learning through the Participation of the "Other Women" in Schools

Abstract

This article presents the results of research on how the daily participation of the "Other Women" women without an academic background or from cultural and ethnic minorities contributes to overcoming sexist stereotypes. The study demonstrates that their participation in instrumental learning activities transforms stereotypical beliefs about the skills of women without academic education, immigrant women, or those from cultural minorities. It can also be observed that their participation in decision-making spaces and in learning activities promotes student learning. In short, this study demonstrates that we need to include the "Other Women" into our diverse schools to progress towards the achievement of gender equity in education and society, and to create more positive learning experiences for all children.

The participation of Roma and Moroccan women in family education: educational and psychosocial benefits / Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales

“…The transforming role that education can have in relation to the inequalities suffered by ‘Other Women’ 1 has been widely explored (Freire, 1970; Oliver, Tellado, Yuste, & Larena, 2016; Sen, 2000). Moreover, different studies have analysed the role played by some schools in improving the cultural level and well-being of at-risk women (García, Larena, & Miró, 2012; Soriano & Cala, 2018). Among the activities carried out along these lines, some family education programmes organized by primary education schools are particularly noteworthy (Epstein, 2001; Flecha, 2012; Gershoff et al, 2016).…”

“…El rol transformador que puede aportar la educación en relación a las desigualdades que sufren las ‘otras mujeres’ 1 ha sido una temática ampliamente explorada (Freire, 1970; Oliver, Tellado, Yuste, & Larena, 2016; Sen, 2000). Además, diversos estudios han analizado el papel que juegan algunas escuelas en la mejora del nivel cultural y del bienestar de las mujeres vulnerables (García, Larena, & Miró, 2012; Soriano & Cala, 2018). Entre las actuaciones desarrolladas en esta línea, destacan algunos programas de formación de familiares impulsados desde escuelas de educación primaria (Epstein, 2001; Flecha, 2012; Gershoff et al, 2016).…”