Resumen

GARCIA-VINUESA, Antonio; BELLO BENAVIDES, Laura Odila  y  IGLESIAS DA CUNHA, María Lucía. Gender Inequalities in Climate Change Education. A Case Study: Mexico and Spain. RMIE [online]. 2020, vol.25, n.87, pp.1013-1041.  Epub 19-Feb-2021. ISSN 1405-6666.

Educational research on environmental education and science teaching identifies differences in men's and women's knowledge of scientific and environmental topics. Men declare having greater knowledge, and women tend to perceive greater risk in events involving hazards. This article explores these premises through a case study of a group of students in Mexico (N= 300) and in Spain (N= 300), ages 15-18. The students answered closed-ended questions about their knowledge and the risks of climate change. The results do not permit establishing a causal relationship between gender and knowledge or perceptions, although they reveal that gender, as a social and cultural construction, influences the acquisition of certain knowledge and the assessment of risks.

Palabras llave : environmental education; climate change; gender: students; risk.

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