Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review
Abstract
:1. Introduction
2. Theoretical Framework
2.1. Key Concepts in the Fight for Gender Equality
2.2. Physical Education and Gender Inequality
3. Methods
3.1. Search Strategies
- (1)
- Various searches were carried out on those search engines considered to be of the greatest importance and prestige in the field of scientific dissemination, such as the Web of Science (WOS) and the SCOPUS data collection. During these searches, all references dealing with the teaching of physical education through various specific actions, activities, and methodologies dealing with gender equality were reviewed, using the following search descriptors for this selection: “gender equality”, “physical education”, “gender equity”, “gender equality”, “physical education” and “gender inequality”, producing a combination of these with the sole purpose of facilitating the configuration of the search phrases.
- (2)
- Journals related to the objective and main line of the study were examined manually (International Journal of Sport and Exercise Psychology, Journal of Sport Behaviour and Psychology of Sport & Exercise, Exceptional Education Quarterly, Journal of Sport & Exercise Psychology, Journal of Sport Sciences, Adapted Physical Activity Quarterly, International Journal of Sport Psychology, Journal of Applied Sport Psychology, Research Quarterly for Exercise and Sport, International Journal of Clinical and Health Psychology, Sciences, Educación XXL, Ágora para la Educación Física y el Deporte, Educación Física Digital, Revista Iberoamericana de Educación, Revista de Educación Física, Revista Internacional de Sociología (RIS), and Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, Apunts: Physical Education and Sport).
- (3)
- Various specialised databases were consulted for doctoral theses, mainly Teseo and Proquest Dissertation & Theses Full Text.
- (4)
- With the aim of accessing those bibliographies whose accessibility is very difficult and which have not been published through the usual channels, databases aimed at grey literature were analyzed, such as SIGLE (System for Information on Grey Literature in Europe) and PsycExtra (American Psychological Association).
- (5)
- In order to select and locate all the novel studies, which had not been previously selected in the initial search process, a bottom-up review of the retrieved literature was carried out.
3.2. Selection of Studies
4. Results
4.1. Population and Sample
4.2. Potentially Moderating Outcome Variables
4.2.1. Gender Equality in Physical Education in Schools
4.2.2. Gender Contents in Teacher Training for Physical Education
5. Discussion
6. Implications for Policy-Making
Specific Action Proposal
7. Conclusions
7.1. Limitations of the Study
7.2. Further Lines of Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Author (Year) | Place | Age (Years) | Sample | Duration | |
---|---|---|---|---|---|
Barr-Anderson et al. (2008) [32] | North Carolina | 10–14 | 1511 Students | 2 weeks | |
Pelegrín et al. (2012) [33] | Murcia (Spain) | 7–12 | 155 Students: | 76 boys | 1 month (8 sessions) |
79 girls | |||||
Del Castillo-Andrés et al. (2013) [34] | Sevilla (Spain) | 12–14 | 430 Students | 251 boys | 6 sessions |
179 girls | |||||
Rodríguez y Miraflores (2018) [35] | Madrid (Spain) | 13–14 | 36 Students | 1 semester | |
Granda et al. (2018) [36] | Granada (Spain) | 9–13 | 593 Students | 290 girls | - |
303 boys | |||||
Gil y Etxebeste (2019) [37] | Valencia (Spain) | 6–12 | 134 Students | 80 sessions |
Author (Year) | Aim of the Study | Instrument | Strategy | Results/Conclusions |
---|---|---|---|---|
Barr-Anderson et al. (2008) [32] | To examine the associations between the enjoyment of physical education class and the sociodemographic, personal, and school environment factors perceived among adolescent girls. | Likert-type scale. SAS statistical evaluation instrument version 8.0 | The inclusion of all sixth-grade girls from six intermediate schools in each field site was evaluated for inclusion in the study. Preliminary questionnaires were used to obtain their opinions and beliefs on the subject. | The results suggest that efforts to improve girls’ self-efficacy and perceived benefits and to provide a supportive P.E. classroom environment that promotes gender equality, can potentially increase the enjoyment of P.E. class among girls. It is recommended that activities are introduced into the sessions that are presented in a way that is attractive to girls and that helps to develop greater confidence in relation to activities that are traditionally considered male. |
Pelegrín et al. (2012) [33] | Understanding sexist attitudes in a sample of students in the second and third cycle of primary education based on gender and age and analysing the intervention in physical education classes to promote attitudes of equality. | Questionnaire on sexist attitudes in primary education based on the detection of sexism in adolescents [38]. | Gender equality in sport was worked on through the collection of biographies of female and male athletes with little social support. Pairs of students were formed arbitrarily (preferably a boy and a girl) to carry out information searches and final evaluations. | Boys have higher levels of sexist attitudes towards girls, both before and after the intervention. Highlighting traditional gendered beliefs, such as weakness, intelligence, and women’s place in the home and work. The intervention in physical education classes to develop equal attitudes and behaviours in school children has had a very positive influence on opinions on gender equality, considerably reducing sexist behaviours in school children of both genders. It is therefore necessary to continue instilling and working on these values during their training from childhood. It is considered essential to do so also within the educational community through intervention programmes. |
Del Castillo-Andrés et al. (2013) [34] | To evaluate the motivational factors of adolescents and their relationship with gender-equitable training within physical education classes in six secondary schools in Seville | Data collection through an ad-hoc questionnaire | The questionnaires were carried out on a voluntary basis and were guided by six researchers (three men and three women), who were responsible for giving instructions and collecting the data. | Gendered behaviours were found to be related to motivational factors linked to attitudes towards PE, interest in sports, health, body image, social relations, motivation to pass the course, and understanding PE as a leisure alternative. The contents of PE classes must be oriented towards the task if we want boys and girls to show the same motivation for PE classes and if we want to educate with greater gender equity. |
Rodríguez y Miraflores (2018) [35] | Overcoming gender inequalities and stereotypes as a historical legacy in society. | Rubrics to evaluate individual and group attitudes. | Suggestions to adapt the norms and rules of football, in physical education classes with second-year students of compulsory secondary education. | High-quality teaching is necessary, as a model, as a means of promoting and correcting the attitudes of the students, as well as in transmitting values of gender equality. |
Granda et al. (2018) [36] | To design an instrument to measure gender stereotypes in the physical activity and sport of Spanish children and adolescents. | Ad hoc questionnaire. LISREL 8.8 software. | Voluntary participation was requested, the questionnaires were handed in, and the necessary indications and clarifications were made. | Concludes with the need to promote equality and respect among students in sport and physical activity from kindergarten onwards to challenge gender stereotypes, especially in primary education in the field of physical education. |
Gil y Etxebeste (2019) [37] | To analyze the tasks proposed in physical education to promote more coeducational teaching and a gender equality perspective. | Field notebook containing activities and actions that are given in class. | Participant observation to obtain the tasks proposed in the sessions. Quantitative and qualitative analysis. | If the teacher has more control over the activities, he or she tends to promote more mixed projects in which girls and boys learn to share. If the teacher leaves the activities free, the male student body tends to separate from the female, thus segregating itself and reproducing traditional gender stereotypes. It is necessary to motivate female students in activities that are not socially assigned as male or female, favouring cooperation and shared leadership between girls and boys. |
Author (Year) | Place | Age (Year) | Sample | Duration | ||
---|---|---|---|---|---|---|
Fernández y Piedra (2010) [39] | Madrid (Spain) | 18–46 | 135 Students: | 60.7% women | 13 weeks | |
39.3% men | ||||||
Patinet-Bienaimé y Cogerino (2011) [40] | Marsella (France) | 30–53 | 24 Professors | - | ||
Prat-Grau y Flintoff (2012) [41] | Hanfields (England) | 49–53 | 8 Professors | 3 women | 1 day | |
5 men | ||||||
Piedra et al. (2013) [42] | Sevilla (Spain) | 18–43 | 245 Students: | 27.3% women | 1 semester | |
72.7% men | ||||||
Piedra et al. (2014) [25] | Madrid y Andalucía (Spain) | 18–58 | 526 Professors: | In training. (58%) | 1 scholar year | |
Working (42%) | ||||||
Camacho-Miñano y Girela-Rejón (2017) [43] | Murcia (Spain) | 21–38 | 53 Students: | 3 days (20 h) | ||
Hortiguela y Hernando (2018) [44] | Burgos (Spain) | 18–24 | 51 Students: | 29 women | 7 extras. teachers | 14 weeks |
22 men |
Author (Year) | Aim of the Study | Instrument | Strategy | Results/Conclusions |
---|---|---|---|---|
Fernández y Piedra (2010) [39] | To evaluate the effect of university training on the attitudes of future physical education teachers towards building a gender culture in schools. | Likert-type scale SDG/t | Training in “Coeducation”. Introductory sessions, practical physical activity sessions, practical workshops, sessions aimed at developing field work, and tutoring and follow-up sessions. | Positive effect of training in coeducation in terms of improving attitudes towards equality. To highlight the importance of gender training for future teachers. Students who are not trained in coeducation do not evolve in terms of perception as opposed to those who do improve considerably. |
Patinet-Bienaimé y Cogerino (2011) [40] | To obtain, from the experiences of teachers, answers to the reason that everyone agrees to favour diversity and gender equality but is not aware of the inequality that their actions are generating. | Explanatory interview | A non-inductive questionnaire for teachers on their behaviour during sessions. | The results establish relationships between the quality of care maintained to achieve gender equality and the diversity of intentions pursued. So far, gender diversity has been studied without differentiating its intentions and forms. It is essential to make teachers aware that the gestures they make and the things they say will greatly influence students if they focus on promoting equality in the classroom. |
Prat-Grau y Flintoff (2012) [41] | To explore how the gender perspective is addressed in the training of physical education teachers in a university institution. | Questionnaires and interviews prepared by the researchers, recorded during their implementation. | Case study of physical education teacher training at the University of the North of England. Analysis of documents and semi-structured interviews administered to the teaching staff involved in the teaching of the different modules. | A large part of the teaching staff considers that the presence of gender mainstreaming is not necessary today; it is already overcome or is considered to be resolved. This is one of the reasons why there is still a greater need to have a specific subject that explicitly addresses gender and diversity issues in the training plans of future physical education professionals. |
Piedra et al. (2013) [42] | To learn about young people’s perceptions of gender equality, homophobia, and heterosexism in physical education classes. | A questionnaire was developed by Morrow and Gill [44] to measure students’ perceptions of the issue. Likert scale. | The questionnaires were passed on to the students who filled them out voluntarily during their sessions with the university teachers who decided to get involved in the study. | There is clear evidence of the generalization of heterosexist behaviour; in addition, a large proportion of the students witnessed or experienced situations of gender inequality and homophobia. There is a lack of awareness in this respect among physical education teachers. Therefore, it is necessary to train and raise awareness among these teachers by providing them with the appropriate strategies for action, as well as influencing the study and production of knowledge about heterosexism, gender equality, and homophobia in the field of physical education. |
Piedra et al. (2014) [25] | To analyze the attitudes of physical education teachers towards gender equality and to compare the attitudinal differences between the two genders. | Likert Scale SDG/t (School Doing Gender/teachers) | Questionnaire and survey administered in physical format and online without the presence of the interviewer. | Group of teachers showing adaptive attitudes to the problem of inequalities. Need to improve formal and continuous training on gender issues. Gender gap found between teachers’ attitudes and physical education teachers’ attitudes |
Camacho-Miñano y Girela-Rejón (2017) [43] | To provide sports students with basic training that will allow them to introduce the gender approach into the scope of their future professional life linked to teaching PE. | Likert-type scale. Mixed methodology, analysis of written materials and a final assessment questionnaire. | A 20 h seminar developed in a classroom setting together with a final project that includes the lessons learned. | Most considered the training received as “fairly” or “very” relevant to their training (78.4%) and “fairly” or “very” useful for their future professional activity (89.2%). Greater involvement and awareness were achieved by students for a subject in which they did not show a high level of interest. The need for compulsory training in this area during the sports degree is advocated. |
Hortiguela y Hernando (2018) [44] | To check how the use of strategies linked to gender equality education and work carried out through a participatory approach in the initial training of physical education teachers contributes to the positive assessment of the student. | Discussion group with students at the end of the course. | The 51 students were divided into 6 groups, where they debated internally and then transmitted their answers after 4 min. In addition, individual interviews were conducted in person and online. | It is considered that whenever there is a methodological change, physical education will be the ideal tool for the work of coeducation and gender equality. The need to break with the traditional model of physical education based on individual performance, which limits social and emotional possibilities. |
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Guerrero, M.A.; Guerrero Puerta, L. Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review. Societies 2023, 13, 64. https://doi.org/10.3390/soc13030064
Guerrero MA, Guerrero Puerta L. Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review. Societies. 2023; 13(3):64. https://doi.org/10.3390/soc13030064
Chicago/Turabian StyleGuerrero, Miguel A., and Laura Guerrero Puerta. 2023. "Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review" Societies 13, no. 3: 64. https://doi.org/10.3390/soc13030064