Measurement invariance of the sensitive assessment for gender equality (SAGE) index across degreeFindings from two teacher education programmes in Spain

  1. Cristina Miralles-Cardona 1
  2. Esther Chiner 1
  3. María Cristina Cardona-Moltó 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Ano de publicación: 2021

Título do exemplar: Alternative paths in educational technology research: Innovative concepts and methods

Volume: 10

Número: 1

Páxinas: 157-174

Tipo: Artigo

DOI: 10.7821/NAER.2021.1.611 DIALNET GOOGLE SCHOLAR lock_openRUA editor

Outras publicacións en: NAER: Journal of New Approaches in Educational Research

Resumo

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change

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