Ana Aierbe Barandiaran 

University of The Basque Country

Education, Gender and School Improvement in the CAV

Participants: Bartau Rojas, I1., Intxausti Intxausti, N1., Azpillaga Larrea, V.1, Oregui González, E.1, Azkarate Morales, A1., Uria Iriarte, E1., Lopetegi  Mendizabal, I1., Lizasoain Hernández L.1

1University of The Basque Country-Euskal Herriko Unibertsitatea, UPV/EHU, Spain

Symposium Summary

On the basis of inclusion and co-education, and within the framework of the activity and resources generated by the Gandere Group: Socialization of gender and educational contexts (Basque Government IT1262-19; UPV/EHU GIU 15/14), as will be explained in the first communication, one of the lines of research that we have been developing through the Geskola project (PGC2018-094124-B-100) seeks to analyze the beliefs and coeducational and inclusive practices of the centres of the CAV in relation to school efficiency, with the aim of designing educational actions and resources for school improvement. This is the thread that gives meaning to the following three communications since the aim is to identify and analyze the differences in the treatment of gender in primary and secondary schools in the CAV according to the level of effectiveness for which they have been previously selected. Quantitative and qualitative methodology has been used (surveys, interviews, discussion groups). In both primary and secondary schools, not all the dimensions of gender treatment are shown with the same forcefulness in the speeches of the management teams and the teaching staff. In secondary school, teachers believe that there is a relationship between the achievements obtained in the students' diagnostic evaluation tests and the actions carried out to improve equality; however, this relationship is not always significant. We conclude with the relevance of characterizing the effective schools in which there is a greater impulse for actions and processes in favour of a gender culture shared by the entire educational community and integrated at all levels (relational, organizational, formative, assessment). On these foundations, Gandere ( intends to generate multi-modal psycho-educational resources and to disseminate them for purposes of dissemination, training and intervention in a gender perspective.

Short CV

Doctor in Psychology, Degree in Philosophy and Education Sciences, and Professor at the University of the Basque Country (UPV/EHU). Its research activity is focused on School Improvement and Efficiency as well as on Media Consumption, Family and Social-Personal Development in Children and Adolescents. He is a member of the research team that develops the R+D Project "School Improvement from the Gender Perspective in the Basque Autonomous Community (PGC2018-094124-B-I00; MCIU). Currently, she is the Principal Investigator of the Group "Gandere: Gender Socialization and Educational Contexts" [(Grupo consolidado del Gobierno Vasco (IT1262-19, GIC 18/84) and of the UPV/EHU (GIU 15/14; GIU19/007) (See the platform www. gandere. eus). It has two sections (six years) of research recognized by the CNEAI National Evaluation Commission of the Research Activity of the Ministry of Education. It has numerous publications in journals of impact and contributions in congresses of national and international scope.  (

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