M. Aranda, B. Montes-Berges

Universidad de Jaén (SPAIN)
In recent years, in many Spanish universities (as the University of Jaén) it is observed a balanced proportion of women and men who access to superior studies. However, despite this egalitarian distribution, it is reproduced the same tendency to horizontal segregation that characterized the job organization based on gender. Moreover, in spite of the academic results shown by women during their university studies, their subsequent labor promotion does not correspond with the levels acquired during their training (vertical segregation). One might wonder, therefore, if the reality of the distribution by gender in higher education spaces can be explained and/or due to psychosocial factors rather than individual variables and, in such a case, if strategies could be set to promote gender equality. To respond these last two issues we carried out a project of teaching innovation, whose main findings are presented in this contribution. The main objective of the program was the implementation of the transversal-gender competence in different degrees using an innovative methodology that combine the teaching practice and the research. The project was based in the subjects interdisciplinary, individual and autonomous learning, and the implementation of own abilities and capabilities. The specific goals were the follow: 1) To promote the self-consciousness about stereotypes associated with people on the basis of gender, and their impact in prejudice and behavior; 2) To favor an attitudes change using practical strategies for minimizing their influence in behavior, especially in labor contexts. The project was structured in three parts. The first part was a study on stereotypes of gender and discrimination. The main results showed a rapprochement in the perception of men and women, possibly linked to the change in gender roles. In addition, people with a traditional concept of women and men showed more discriminatory conduct in the task and more difficult to raise strategies. The second part was focused in the development strategies to minimize or eliminate the stereotype influence by the own students. Finally, it has been elaborated a book with the aim to collect all information derived from actions carried out during the two years. This document has, in addition, other three objectives such as: a) The theoretical extension that explains and justifies the results founded throughout the process; b) The elaboration of practical actions that would advance in the equal opportunities between women and men and, c) The creating of an effective way to transfer the results, both in scientific contexts and in other non-scientific fields of dissemination.