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La falta de presència femenina en les STEM no és només un problema per a aquest col·lectiu, té un impacte important en el desenvolupament de les empreses i per tant en el de la societat. En aquest treball s’estudia la situació de la dona en els estudis d’enginyeria, es comprova la seva baixa presència en aquest àmbit buscant els motius pels quals és així i es planteja una solució per ajudar a contrarestar aquesta tendència. Realment hi ha una falta de presència femenina en els estudis STEM? En cas de ser així, quines conseqüències negatives té? Per què es succeeix aquesta situació? Aquestes són algunes de les preguntes que es resolen en la fase de recerca. Posteriorment s’exposen diverses associacions i estratègies, tant locals i estatals com internacionals, focalitzades en conscienciar a la societat sobre el problema present i s’analitza el seu impacte. En la fase final del treball es planteja una activitat amb l’objectiu de contrarestar alguns dels motius pels quals les noies no cursen enginyeries, específicament enginyeria mecànica. Per ferho s’utilitza la tècnica de la gamificació i es planteja un sistema on els participants es posen en la pell d’un enginyer i resolen missions tot introduint-se en alguns dels conceptes bàsics de la transferència de calor.

La incorporación de la perspectiva de género en los procesos de enseñanza y aprendizaje al más alto nivel se perfila, hoy en día, como una de las estrategias más adecuadas para reconstruir las prácticas discriminatorias que enfrentan las mujeres en su cotidianeidad. Por ello, este estudio se planteó con el propósito de conocer la opinión del alumnado sobre el modo en que se aborda el enfoque de género en las aulas universitarias. Para el logro de este objetivo, se contó con la participación de 125 estudiantes de cuatro titulaciones de la Universidad de Alicante (UA), quienes cumplimentaron un cuestionario elaborado ad hoc. La investigación se desarrolló desde un prisma naturalista, realizando un análisis de contenido convencional y sumativo, con la ayuda del software AQUAD 7. De acuerdo con los resultados, aunque la mayoría se mostraba claramente partidaria de abordar este tipo de cuestiones en clase, su incorporación a los planes de estudio era débil y deficitaria. Entre las dificultades aducidas para ello destacaron, especialmente, la rigidez del temario, el carácter polémico del propio contenido o la falta de formación del profesorado. En consecuencia, el alumnado sugirió trabajar este enfoque mediante actividades que fomenten el encuentro, el diálogo y la construcción colectiva en torno a una temática de máxima relevancia por su impacto y trascendencia social. En base a ello, se concluye destacando la necesidad de transversalizar la perspectiva de género en todas las asignaturas y programas del campus, lo que requiere necesariamente de la capacitación y sensibilización previa del profesorado., The incorporation of the gender perspective in the processes of teaching and learning at the highest level is nowadays seen as one of the most appropriate strategies to deconstruct the discriminatory practices that women face in their daily life. Therefore, this study was raised with the purpose of knowing the opinion of students about the way in which the gender approach is addressed in the University classrooms. To achieve this objective, 125 students from four different degrees from the Universidad de Alicante (University of Alicante) who completed an ad hoc prepared questionnaire. The research was developed from a naturalistic prism, performing an analysis of conventional and summative content, assisted by the software AQUAD 7. According to the results and although the majority was clearly in favor of addressing these type of issues in class, their inclusion into the curricula was weak and deficient. Among the difficulties alleged for this, they highlighted, particularly, non-flexible agenda, the controversial nature of the content itself, or the lack of academic formation for professors. As a result, students suggested working on this approach through activities that motivates the joint effort, the dialogue and collective construction around a topic of maximum relevance do to its impact and social significance. On this basis it may be concluded and highlight the need of gender perspective transversalization in all courses and academic programs, which necessarily requires the awareness and academic formation of all the professors.

La educación superior debe liderar el cambio cognitivo necesario en la estructura y organización del proceso de socialización de niños y niñas, con el doble objetivo de garantizar la igualdad de oportunidades que la escuela debe ofrecer y asimismo mejorar la calidad docente. La coeducación se nos presenta como un modelo imprescindible para lograrlo. Requiere, principalmente, la integración sistemática en el sistema educativo de la trasmisión del peso y valor de las mujeres en el mundo, y de las diversas relaciones que entre los varones y las mujeres se pueden dar en él. Un elemento esencial en la coeducación es el lenguaje. Por ello hemos optado por introducir de manera sistemática y evaluable el uso de un lenguaje no sexista en las exposiciones orales y pruebas escritas de la asignatura de “Psicología Evolutiva de 0 a 3” años de edad que se imparte en el primer curso de Educación Infantil a lo largo del primer cuatrimestre. La metodología utilizada es integrar una estrategia coeducativa, como el uso de un lenguaje no sexista, en un diseño de investigación en acción. Los resultados muestran un aumento del uso del lenguaje no sexista, así como una mayor sensibilización e interiorización, por parte de nuestro alumnado, de la importancia de la coeducación en general y del uso del lenguaje no sexista en particular., Higher Education must lead to the necessary cognitive change in the structure and organization of the process of socialization of boys and girls, with the double objective of guaranteeing equal opportunities that the school must offer and, also, improve teaching quality. Co-education is presented as an essential model to accomplish it. This requires, mainly, methodic integration in the educational system of the transference of the importance and value of women in the world, and the diverse relationships that can exist between men and women. An essential element in co-education is language. Hence, we have chosen to adopt in a systematic and assessable way the use of nonsexist language in the speeches and written tests of the subject educative psychology from 0 to 3 years old that is taught in the first course of early childhood education through the first four-month period. The methodology implemented is to integrate a coeducational strategy, such as the use of non-sexist language, in research design in action. The results show an increase in the use of non-sexist language as well as greater awareness and internalization, by our student body, of the importance of co-education in general and the use of non-sexist language in particular.

Aquest Treball Final de Màster té com a objectiu ajudar a reduir la diferència de gènere a Tecnologia de 4t d'ESO. Per aquest fi, es proposen didàctiques educatives innovadores per implantar als centres de secundària. Per arribar a aquest objectiu, es realitza una enquesta als centres de secundària, públics i concertats, de Catalunya i a més, per tal de garantir el caràcter innovador de les propostes, s'estudien les polítiques d'Igualtat de la UPC. Els resultats d'aquest estudi revelen que a Tecnologia de 4t d'ESO ja existeix una diferència de gènere que concorda amb la diferència que hi ha als estudis superiors. Dels centres adherits a l'estudi, només el 8% d'ells té un grup de Tecnologia en el que hi ha més noies que nois. A més, les dades mostren que la distribució de noies i nois dintre del grup se situa en 1 noia cada 3 nois. De l'enquesta també es desprèn que la principal causa d'aquest problema radica en la personalitat pròpia de l'alumne. Com a solució principal al biaix de gènere, els enquestats assenyalen que cal un canvi en la matèria i, a més, comenten que caldria començar les mesures correctores a Infantil. Un cop estudiades totes aquestes variables, tant l'enquesta com les polítiques d'igualtat de la UPC, es proposa realitzar una revista tecnològica que ajudarà a reduir la diferència de gènere a Tecnologia de 4t d'ESO.

La incorporación de la perspectiva de género en los procesos de enseñanza y aprendizaje al más alto nivel se perfila, hoy en día, como una de las estrategias más adecuadas para reconstruir las prácticas discriminatorias que enfrentan las mujeres en su cotidianeidad. Por ello, este estudio se planteó con el propósito de conocer la opinión del alumnado sobre el modo en que se aborda el enfoque de género en las aulas universitarias. Para el logro de este objetivo, se contó con la participación de 125 estudiantes de cuatro titulaciones de la Universidad de Alicante (UA), quienes cumplimentaron un cuestionario elaborado ad hoc. La investigación se desarrolló desde un prisma naturalista, realizando un análisis de contenido convencional y sumativo, con la ayuda del software AQUAD 7. De acuerdo con los resultados, aunque la mayoría se mostraba claramente partidaria de abordar este tipo de cuestiones en clase, su incorporación a los planes de estudio era débil y deficitaria. Entre las dificultades aducidas para ello destacaron, especialmente, la rigidez del temario, el carácter polémico del propio contenido o la falta de formación del profesorado. En consecuencia, el alumnado sugirió trabajar este enfoque mediante actividades que fomenten el encuentro, el diálogo y la construcción colectiva en torno a una temática de máxima relevancia por su impacto y trascendencia social. En base a ello, se concluye destacando la necesidad de transversalizar la perspectiva de género en todas las asignaturas y programas del campus, lo que requiere necesariamente de la capacitación y sensibilización previa del profesorado., The incorporation of the gender perspective in the processes of teaching and learning at the highest level is nowadays seen as one of the most appropriate strategies to deconstruct the discriminatory practices that women face in their daily life. Therefore, this study was raised with the purpose of knowing the opinion of students about the way in which the gender approach is addressed in the University classrooms. To achieve this objective, 125 students from four different degrees from the Universidad de Alicante (University of Alicante) who completed an ad hoc prepared questionnaire. The research was developed from a naturalistic prism, performing an analysis of conventional and summative content, assisted by the software AQUAD 7. According to the results and although the majority was clearly in favor of addressing these type of issues in class, their inclusion into the curricula was weak and deficient. Among the difficulties alleged for this, they highlighted, particularly, non-flexible agenda, the controversial nature of the content itself, or the lack of academic formation for professors. As a result, students suggested working on this approach through activities that motivates the joint effort, the dialogue and collective construction around a topic of maximum relevance do to its impact and social significance. On this basis it may be concluded and highlight the need of gender perspective transversalization in all courses and academic programs, which necessarily requires the awareness and academic formation of all the professors.

La educación superior debe liderar el cambio cognitivo necesario en la estructura y organización del proceso de socialización de niños y niñas, con el doble objetivo de garantizar la igualdad de oportunidades que la escuela debe ofrecer y asimismo mejorar la calidad docente. La coeducación se nos presenta como un modelo imprescindible para lograrlo. Requiere, principalmente, la integración sistemática en el sistema educativo de la trasmisión del peso y valor de las mujeres en el mundo, y de las diversas relaciones que entre los varones y las mujeres se pueden dar en él. Un elemento esencial en la coeducación es el lenguaje. Por ello hemos optado por introducir de manera sistemática y evaluable el uso de un lenguaje no sexista en las exposiciones orales y pruebas escritas de la asignatura de “Psicología Evolutiva de 0 a 3” años de edad que se imparte en el primer curso de Educación Infantil a lo largo del primer cuatrimestre. La metodología utilizada es integrar una estrategia coeducativa, como el uso de un lenguaje no sexista, en un diseño de investigación en acción. Los resultados muestran un aumento del uso del lenguaje no sexista, así como una mayor sensibilización e interiorización, por parte de nuestro alumnado, de la importancia de la coeducación en general y del uso del lenguaje no sexista en particular., Higher Education must lead to the necessary cognitive change in the structure and organization of the process of socialization of boys and girls, with the double objective of guaranteeing equal opportunities that the school must offer and, also, improve teaching quality. Co-education is presented as an essential model to accomplish it. This requires, mainly, methodic integration in the educational system of the transference of the importance and value of women in the world, and the diverse relationships that can exist between men and women. An essential element in co-education is language. Hence, we have chosen to adopt in a systematic and assessable way the use of nonsexist language in the speeches and written tests of the subject educative psychology from 0 to 3 years old that is taught in the first course of early childhood education through the first four-month period. The methodology implemented is to integrate a coeducational strategy, such as the use of non-sexist language, in research design in action. The results show an increase in the use of non-sexist language as well as greater awareness and internalization, by our student body, of the importance of co-education in general and the use of non-sexist language in particular.

Les dones patim, encara ara en ple s. XXI, la discriminació de la societat. Un dels efectes d'aquesta discriminació és el poc accés de les dones a les carreres de ciència i tecnologia. Aquest estudi pretén comprovar les teories existents sobre aquest fet en un centre de secundària de Catalunya, i reflexionar sobre com l'ensenyament de la Tecnologia pot influir per produir un canvi.

La finalitat d'aquest estudi és l'obtenció de dades que confirmin si els estereotips segueixen existint i tenint impacte en aquest àmbit tant important com és de l'educació. Es pretén, en primer lloc, arribar a conclusions en la comparativa de nois i noies davant qüestions estereotípiques de gènere així com la comparació entre persones del mateix sexe cursant estudis tradicionalment masculins o femenins. En segon lloc la visió dels docents i tutors/es de FCT i les expectatives sobre el comportament dels alumnes en el lloc d treball segons si és noi o noia. Com a fases escollides per realitzar l'estudi, s'ha triat, per ser les de més rellevància durant la formació el moment d'elecció dels estudis i el primer contacte amb el món laboral com és la FCT. En aquesta segona fase, hi ha més agents implicats que l'estudiant i, amb un paper influent en el desenvolupament de la tasca docent, aquests són el tutor o tutora de FCT i el responsable de FCT dintre de l'empresa. Com a conclusió s'extreu quins són els valors i preferències de les noies i en funció d'això quins podrien ser els punts a en els estudis i professions tradicionalment masculines per atraure el gènere femení i equilibrar la situació actual en un món en el que la dona te encara poca presència.

En el present projecte de final de màster s'analitzen en profunditat els estereotips i la definició errònia sobre la professió de l'enginyeria, els quals són una de les principals causes de la no tria d'estudis tecnològics per part de les noies. La finalitat del projecte resideix en proposar accions d'orientació on s'implicaran tant alumnes com famílies, les quals seran basades en les respostes donades als qüestionaris realitzats a diferents centres educatius de Catalunya, famílies d'alumnes i als propis alumnes de 3r i 4t d'ESO., En el presente proyecto de final de máster se analizan en profundidad los estereotipos y la definición errónea sobre la profesión de ingeniería, los cuales son una de las principales causas de la no elección de estudios tecnológicos por parte de las chicas. La finalidad del proyecto reside en proponer acciones de orientación donde se impliquen tanto alumnos como familiar, las cuales estarán basadas en las respuestas dadas a los cuestionarios realizados a diferentes centros educativos de Cataluña, familias de alumnos i a los propios alumnos de 3º y 4º de la ESO., In this master’s degree final project, the stereotypes and the erroneous definition about the engineering profession are analysed in depth, as those are some of the main causes of the nonchoice of technological studies by the girls. The aim of this project is to propose orientative actions involving both students and family members, which will be based on the answers given to the questionnaires made to different secondary schools in Catalonia, families of students and the students of the 3rd and 4th grades of the ESO.

Summary: One of the hypotheses put forth by the Gender Self-Socialization Model (GSSM) is the stereotype emulation hypothesis. This hypothesis states that one role of gender identity is to motivate children to follow gender stereotypes that they have internalized. The GSSM also states that each of the constructs of gender identity, gender stereotypes, and gender typing is product of the cognitive interplay between the other two. Egan and Perry (2001) conceptualized gender identity as multidimensional, and one of these dimensions is felt pressure against other gender behavior. This study found that there was an interaction between one aspect of gender identity (felt pressure) and gender stereotypes, supporting the stereotype emulation hypothesis. This study also found that the interaction between felt pressure and sexism was more powerful in predicting adjustment in children than looking only at the main effect of felt pressure., by Stephanie Franz., Thesis (M.A.)--Florida Atlantic University, 2009., Includes bibliography., Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Summary: Conflicts between groups are affected by myriad historical and situational factors. Yet people are rarely overwhelmed by this complexity and are able to adopt a coherent depiction of the conflict, often with an unequivocal allocation of blame to one group. A person's final judgment tells only a fraction of the story. To uncover the whole story, numerous factors must be considered. Two such factors are whether the person harbors implicit prejudice toward an involved group and whether the way in which relevant information is presented will allow for the emergence of perspective-taking and provide insight into the conflict that will aid third-party observes in making a coherent end judgment. This research explored the role of anti-Muslim prejudice and perspectivetaking in allocating blame for an ambiguous conflict between two groups that differed only on the dimension of religion (Muslim vs. Christian). Participants completed two measures of prejudice-an anti-Muslim Implicit Association Test and an explicit antiMuslim prejudice questionnaire. Participants then viewed one of two versions of a filmed conflict scene. While both films were identical in content, the order of their contents was reversed (conflict first vs. history first). Participants were then asked to allocate blame for the conflict to one group over the other. Following this judgment of blame, participants recorded their thoughts and feelings regarding this judgment into an audio recorder. These recordings were then played back while they used the Mouse Paradigm to express the feelings portrayed in their recordings. Results indicated no relationship between explicit prejudice and allocation of blame. Implicit prejudice scores were strongly related to allocation of blame, with increases in IAT scores positively correlating with blame of the Muslim group. Results also suggested a link between performance on the lA T and the Mouse Paradigm. More specifically, the results suggest that IAT performance, 2008, Includes bibliography., Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2008., Collection: FAU Electronic Theses and Dissertations Collection, Charles E. Schmidt College of Science

Stereotype threat refers to the pressure that individuals feel when they are at risk ofconfirming a demeaning stereotype about themselves. Research has found thatstereotype threat impairs performance on cognitive-based tasks by inducing mentalinterference (e.g., Schmader & Johns, 2003). This thesis hypothesised that this findingwould generalise to driving and that drivers who are better able to inhibit cognitiveinterference (i.e., with better inhibitory ability) would be less susceptible to thedisruptive effect of stereotype threat than drivers who are less able (i.e., with poorerinhibitory ability). A series of three experiments conducted in a driving simulatortested the predictions using the gender stereotype of driving skills and investigated theinterpretation of the results. The experiments revealed that stereotype threat exertedboth a facilitative and debilitative influence on driving performance, as indicated bydifferent performance measures. The facilitative effect diminished when driversexperienced increased mental demands or when they were assessed by an unexpectedperformance measure, while the debilitative effect was more likely observed amongdrivers who received negative feedback than drivers who received positive feedback.Moreover, the results supported the prediction that inhibitory ability would moderatethe detrimental impact of stereotype threat as the performance of drivers with poorerinhibitory ability was impeded more than that of drivers with better inhibitory ability.Regarding the processes underlying the present findings, the experiments providedsuggestive evidence that stereotype threat elicits cognitive interference andsimultaneously motivates drivers to concentrate on particular performance areas in anattempt to refute the stereotype. In combination, these processes appear to be at leastpartly responsible for the performance deficits and boosts observed.

From a sociocultural perspective, this study aims to describe stereotypes about New Zealand and New Zealanders and to compare them to New Zealanders' self-perceptions. Objectives are to determine whether differences across cultures exist that relate to stereotypes and how stereotype use and content relate to the amount of contact with New Zealanders. An extensive review of literature introduces general and intercultural concepts of stereotypes and links them to the national identity of New Zealanders. Focus group interviews and a qualitative pilot study are conducted in order to prepare and test an online survey targeted to young, educated people from selected Western cultures. More than 1,100 people participated, including New Zealanders, tourists, international students studying in New Zealand, and people who had not been to New Zealand at all. Results indicate that increased contact with New Zealanders may increase stereotype use. People who have not been to New Zealand mainly hold traditional stereotypes, whereas New Zealanders differentiate more between reality and stereotypical myths. As such, contact is closely related to stereotype use and content. By contrast, cultural membership shows no relation to stereotyping. Further, a theoretical framework, adapted from the Johari window, is developed that links stereotypes, national identity, and national image. As the study is limited because of non-random sampling techniques, its findings cannot be generalised to a larger population. Indications for future research opportunities include the use of larger random samples, particularly of alternative cultures, the application of qualitative measures, and the suggestion to replicate the theoretical framework.

Joan Flasch Artists' Book Collection

[Truncated abstract] The anxiety-assimilation hypothesis (Wilder, 1993) and the capacity constraint plus control motivation model (Fiske & Morling, 1996) predict that anxiety causes people to form more stereotypic impressions of others. Affect-as-information (Schwarz & Clore, 1983) and affect-priming (Bower, 1991) theories predict that anxiety causes people to form affect-congruent (i.e., more threatening) impressions of others. A novel research paradigm was used in Experiment 1 to separate the predictions of these two classes of theories, recognizing that their predictions were not mutually exclusive. Experiment 1 found that anxious persons formed more threatening, but not more stereotypic, impressions of a target person. This result replicated in Experiment 2, with a different population and a different anxiety manipulation. In addition, Experiment 2 found that the anxiety-congruent bias in impression formation was limited to participants? ratings of traits that corresponded to the information presented about the target. The results of Experiments 1 and 2 were taken as support for an affect-priming rather than affect-as-information account of the effect of anxiety on impression formation. Experiments 3 and 4 investigated anxiety effects on encoding and recall that underlie affect-priming explanation of affect-congruent impression judgment biases. Experiment 3 found that anxious participants spent more time encoding non-stereotypic information and recalled less stereotypic information than non-anxious participants. In Experiment 4 anxious participants again recalled less stereotypic information. This study also found that anxious participants? recall and impression judgments were affect-congruent. ... As predicted by the modified affect-as-information theory, the affect-attribution manipulation left participants? anxiety levels unaltered but it did attenuate the anxiety-congruent impression bias. In addition, anxious participants in this study recalled less stereot, Thesis (Ph.D.)--University of Western Australia, 2002

Joan Flasch Artists' Book Collection