Abstract:

There are few studies that have studied the influence of gender on university leadership. Based on the self-perception of university students who perform leadership roles, the objectives of this research are: to analyze, from a gender perspective, the causes that motivated their choice; and to know the difficulties they encounter in the exercise of their position on the basis of gender. The approach used is quantitative and qualitative based on the application of the Evaluation Questionnaire of student representation in the university from a gender perspective (Cáceres, Lorenzo, & Sola, 2008). The main findings show that women are assuming leadership positions, but not in the same way as men, either quantitatively or qualitatively. Also the causes of the election differ according to gender; while women emphasize the confidence of their peers, knowing how to develop and having personal values and individualized consideration, traits traditionally attributed to transformational leadership, men prevail qualities such as improving teaching and learning, bridge the teachers and other groups, and ability to manage conflicts, from the perspective of transactional leadership. The results of the study coincide with respect to the concerns that affect both men and women in the exercise of their positions, being more significant and accentuated in men. They are worried that their shortcomings will be noticed, followed by the time they take away from them and the individual internal obstacles that limit their performance such as personality, fear of failure, fear of assuming responsibilities and not being sufficiently trained or not being at height of the circumstances. Research has allowed us to understand the gender-related variables that influence student leadership to implement meaningful learning experiences, promoting leadership as part of university education.

Keywords:

Student leadership, gender equality, gender, university education, Higher Education.