Young women and higher education in Peru: how does gender shape their educational trajectories?

Guerrero, Gabriela; Rojas, Vanessa

doi:10.1080/09540253.2018.1562055

Cited by 15 publications

(6 citation statements)

References 16 publications

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“…The pandemic has underscored pre-existing disparities and drawn attention to the deeply ingrained social and cultural factors that contribute to gender inequality. Furthermore, gender stereotypes have been identified in Peruvian school mathematics textbooks (Guerrero & Rojas, 2020;Maraví Zavaleta, 2021), which may, in part, account for the observed performance differences between male and female students.…”

Section: Discussionmentioning

confidence: 99%

“…Despite efforts to close the gender gap in education, inequalities persist in Peru, particularly affecting rural women who often encounter additional challenges, such as domestic responsibilities and work obligations (Guerrero & Rojas, 2020). It's noteworthy that some of the students in the sample mentioned that they completed their secondary education in rural schools, which could partially account for this outcome.…”

Section: Discussionmentioning

confidence: 99%

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Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution

Marin Ballon,

Romero Gomez,

Linares Flores Castro

et al. 2024

EURASIA J Math Sci Tech Ed

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In this study, we aim to compare the procedural and problem-solving skills of university students during their transition to higher education. A diagnostic test was administered to 374 first-year students at a Peruvian university in March 2023, assessing both their mathematical knowledge and the aforementioned skills. The results reveal that university entrants exhibit a deficient level of mathematical proficiency, with significantly lower scores in problem-solving skills compared to procedural skills. It is noted that while procedural skills are part of problem-solving skills, the discrepancy in scores suggests challenges in the practical application of mathematical knowledge by students. The study sheds light on the situation faced by university entrants in Peru and provides recommendations for improving mathematical skills in higher education. However, it emphasizes the limitation of generalizing the results to all universities due to the limited sample size and the scarcity of research in the field of higher mathematics education in Peru. Disparities based on gender and type of school are observed, indicating that males slightly outperform females in both skills, and students from private schools outperform those from national schools. These differences are analyzed in the article, offering a more comprehensive understanding.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution

Marin Ballon,

Romero Gomez,

Linares Flores Castro

et al. 2024

EURASIA J Math Sci Tech Ed

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“…De igual manera, al igual que en la literatura previa (Rodríguez, 2008;Guerrero y Rojas, 2017), las docentes identifican que las estudiantes tienen mayores presiones familiares que los varones. Sin embargo, éstas no obedecen únicamente a motivos vinculados a la conformación de sus propias familias por convivencia, matrimonio o maternidad, como en los trabajos de Goulden et al (2011); y Herman y Lewis (2012), sino que las presiones provienen también de sus familias de origen.…”

Section: Discussionunclassified

Brecha de género en la graduación de ingenieras industriales peruanas

Ruiz-Ruiz

Araníbar

Pease-Dreibelbis

2021

RCS

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In recent decades, the female presence has increased in areas related to science and engineering. However, its participation is still incipient in many of these fields. Consequently, the objective of this study was to explain how a group of female engineering teachers represent the experiences of their students in a context characterized by male dominance. The methodology was exploratory and descriptive, interviewing 24 Peruvian teachers. The findings identify that female students exhibit differentiated behaviors and participation with respect to males, associated with performance expectations, attribution of characteristics and differentiated treatment by teachers that tend to decrease them with respect to males. In addition, they tend to have greater family burdens, affecting their permanence in studies. This, however, varies depending on the university, with the situation of women from public universities being the most vulnerable. The study concludes that the interviewees show a critical vision of these situations, but with a tendency to overvalue female capacities and to develop certain attributes to conquer the labor market; rather than to eliminate the barriers that exclude them from it. This demanding reality for young women would explain their low representation in Peruvian industrial engineering

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“…Unlike how occupational plans are traditionally understood, the reality of Peruvian adolescents is not as simple as setting goals and objectives for the future or “choosing a career.” Actually, the context we have described makes it problematic using terms such as “goals”, “choices” or even “life projects.” Rather, adolescents, along with their families want to go to college but this desire is an “aspiration,” understood as the desire to improve their educational level in order to have a better future (Guerrero et al., 2016) that cannot be translated into realistic educational expectations, since they do not have a plan for getting there (Cueto, 2018; Guerrero, 2014; Urbano, 2018;). This is due to a precarious social and economic context that does not allow them to think or implement a plan, especially those living in poverty and rural areas (Cueto, 2018; INEI, 2015, 2018; Sánchez & Meléndez, 2015), but at the same time family plays a core role in this process.…”

Section: What We Know About Occupational Plans and Adolescence: A Cri...mentioning

confidence: 99%

“I will attend to college to give my family a better life”: Indebtedness with the family and the challenges of building occupational plans for Peruvian adolescents

Pease Dreibelbis,

Urbano Flores,

De la Puente Ronceros

2024

J of Research on Adolesc

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Identifying a future occupation is an important achievement during adolescence, a process particularly complex for Peruvian adolescents. Perú is a postcolonial country with many forms of inequality, and one of them is the opportunity gap to attend a college. However, most adolescents aspire to go to university as a way out of poverty, and, since Perú is a collectivist society, this is a family task: it is adolescents' responsibility to go to college in order to give a better life to their families. Theories developed for WEIRD societies (Western, Educated, Industrialized, Rich and Democratic) do not provide an accurate explanation of Peruvian adolescents' occupational projects because they envision a person with autonomy and resources to choose a career. Thus, our goal is to analyze adolescents' occupational plans considering the role adolescent–caregivers relationships play in this configuration. This study is part of the project “Being an adolescent in Perú” (PUCP‐UNICEF) which characterized Peruvian adolescence by studying 14 variables through a qualitative study with 66 participants. In depth interviews were conducted and the data was analyzed using thematic analysis. Results of the thematic analysis are organized in three topics that explain the relationship between occupational plans and adolescent–caregiver relationship (1) adolescents have occupational aspirations rather than achievable projects that are that are built alone, without adult support; (2) attending college as an occupational aspiration belongs to the family, not to the individual operating also a kind of “debt” to pay to their caregivers for being financially supported to be able to study in high school; and (3) caregivers do not have the possibility or resources of being able to accompany their adolescent's occupational plans. We conclude that Peruvian adolescents think about their future within the framework of their family's needs, rather than linked to personal and occupational goals, impeding adolescents from exploring and selecting a realistic occupational goal consistent with their interests. The results allow us to discuss the relevance of studying adolescent development taking into account the particularities of the adolescents' cultural and socioeconomic contexts as well as the core role that relationship with caregivers plays in this process in Perú.

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Young women and higher education in Peru: how does gender shape their educational trajectories?

Cited by 15 publications

References 16 publications

Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution

Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution

Brecha de género en la graduación de ingenieras industriales peruanas

“I will attend to college to give my family a better life”: Indebtedness with the family and the challenges of building occupational plans for Peruvian adolescents

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