Perceptions and contradictions of teacher training college students regarding gender violence: re-educating to transform
Abstract
The objective of this research was to identify the perceptions and levels of commitment of 16 higher education students regarding gender-based violence. A quantitative approach was used, with a non-experimental, cross-sectional, and exploratory design. Data collection was carried out using a Google Forms questionnaire that included twenty Likert-scale items, where 1 corresponded to strongly disagree and 5 to strongly agree, organized into four categories: 1) Knowledge and perception of gender-based violence; 2) beliefs and stereotypes; 3) personal experiences and attitudes; and 4) actions and personal commitment. The findings reveal the persistence of gender stereotypes, as well as contradictions between stated discourses and actual actions. These results are interpreted through the lens of the concepts of symbolic violence, gender structure, and violence as message, proposed by Bourdieu (1999), Connell (2015), and Segato (2016), respectively. These authors argue that structures of male domination are reproduced through internalized social dispositions that legitimize inequalities as natural. This form of violence operates imperceptibly in educational settings and manifests itself in everyday practices that reinforce subordination. Given this situation, it is recommended to implement comprehensive training on gender equality, strengthen institutional protocols and gender units, and ensure their adequate dissemination. At the same time, key challenges are identified as: transforming stereotypes, reducing the gap between discourse and practice, making microaggressions visible, developing intervention skills, and legitimizing support channels. These elements are fundamental to building more just, equitable, and free of gender-based violence educational spaces.
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