<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672018000200141</article-id>
<article-id pub-id-type="doi">10.23913/ride.v9i17.376</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Importancia del diagnóstico de equidad de género en las instituciones de educación superior: un estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Importance of the diagnosis of gender equity in higher education institutions: a case study]]></article-title>
<article-title xml:lang="pt"><![CDATA[Importância do diagnóstico da equidade de gênero em instituições de ensino superior: um estudo de caso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz González]]></surname>
<given-names><![CDATA[Martha Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinosa Espíndola]]></surname>
<given-names><![CDATA[Mónica Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maceda Méndez]]></surname>
<given-names><![CDATA[Adolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica de la Mixteca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica de la Mixteca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Tecnológica de la Mixteca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>141</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672018000200141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672018000200141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672018000200141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Mexico, more than two million students, during his school career, listen to classmates or teachers say that women should not study, which is not conductive to gender equity. That is why it has been recognized that universities require indicators ordered and disaggregated that contribute to decrease the inequality and exclusion of the female population. The objective of this research was to make a diagnosis of gender equity in students of a public university to detect situations of gender inequality. The research was held at the Technological University of the Mixteca, located in the state of Oaxaca, Mexico, one of the ten most populous entities in the country. It was used the Gender Equity Indicators System in Universities, generated by the University Program of Gender Studies and the National Women's Institute, which has been suggested by the National Association of Universities and Institutions of Higher Education (ANUIES), since this system allows to homogenize criteria. The population analyzed was 714 students, 43% women and 57% men, from the third, fourth and last year, of the nine careers that offers the university analyzed. A 25 questions survey was applied and their answers were analyzed using descriptive statistics. The results show that 3.3% of male students have excellent school grades. This percentage is duplicated by female students (6.6%) that have equally outstanding school grades, in spite of the fact that they have to take care of children or old people. In addition, 55% of the female students chose their career by vocation and none did considering gender issues. On the other hand, 14% of the female students defend their ideas and answers more than men, who only do it by 7%. Eighty three percent of the female students perceive that female teachers respect equally their opinions and those of their male classmates. On the other hand, male students are in some cases more aggressive, since 7.5% of women and 4.6% of men received letters or messages of unwanted sexual nature from a male student, while only 1.6% of women and 1.7% of men received this kind of message from a female student. No student was reported to contact lawyers or ask for advice from the institution to address a situation of gender inequality. It is concluded that it is extremely important to carry out gender-equity diagnoses in universities, because if they are not performed, important aspects, triggers of risk situations for students can be overlooked. In the analyzed university, there are not gender equity problems. However, it is suggested to strengthen the mutual respect between students and to create formal mechanisms for students to express, and the authorities to sanction, any gender inequality, no matter how small.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No México, mais de dois milhões de estudantes, durante sua carreira escolar, ouvem os colegas ou professores dizerem que as mulheres não devem estudar, uma das várias expressões que impedem a eqüidade de gênero. Sob tais condições, tem sido reconhecido que as instituições de ensino superior (IES) escolhidas e indicadores desagregados que ajudam a reduzir a desigualdade ea exclusão da população feminina são necessários. O objetivo desta pesquisa foi fazer um diagnóstico da equidade de gênero em estudantes de uma IES pública para detectar situações de desigualdade entre homens e mulheres. A pesquisa foi conduzida na Universidade Tecnológica da Mixteca (UTM), localizada no estado de Oaxaca, no México, um dos dez estados mais populosos do país. Foi utilizado indicadores do sistema para a equidade de gênero nas instituições de ensino superior, gerado pelo Programa Universidade de Estudos de Gênero (PUEG) e do Instituto Nacional para a Mulher (INMUJERES), que também foi sugerido pelo Associação Nacional de Universidades e Instituições de Ensino Superior (ANUIES), uma vez que este sistema oferece a possibilidade de padronização de critérios. A população do estudo consistiu de 714 estudantes, 43% do sexo feminino e 57% do sexo masculino, terceiro, quarto e último ano das carreiras de nove rosto oferecidas pela universidade já mencionado. Uma pesquisa de 25 questões foi aplicada a elas e suas respostas foram analisadas com o uso de estatística descritiva. Os resultados mostram que 3,3% dos estudantes do sexo masculino têm uma média superior a 9,0. Esse percentual é dobrado pelas alunas, ou seja, 6,6% dos alunos têm médias igualmente salientes; e que, apesar do fato de que uma maior porcentagem destes são responsáveis &#8203;&#8203;por crianças ou idosos. Além disso, 55% dos alunos escolheram sua carreira por vocação e nenhum o fez considerando questões de gênero. É também digno de nota que 14% dos estudantes defendem suas idéias e respostas mais do que os homens, dos quais apenas 7%. Oitenta e três por cento dos alunos percebem que os professores respeitam suas opiniões, assim como as de seus colegas. Por outro lado, os estudantes do sexo masculino são, em alguns casos, mais agressivo, e que 7,5% das mulheres e 4,6% dos homens recebeu indesejada de um estudante cartas ou mensagens de carácter sexual, enquanto apenas 1,6% das mulheres e 1,7 % dos homens receberam este tipo de mensagens de um aluno. Não foi relatado nenhum estudante que contatou advogados ou pediu orientação da instituição para enfrentar uma situação de desigualdade de gênero. Concluiu-se que é estudos de diagnóstico extremamente importantes de equidade de género nas instituições de ensino superior, porque você não pode fazê-los perder importantes, como situações de detonadores de risco para aspectos alunos. Na instituição analisada não há problemas de equidade de gênero. No entanto, sugere-se reforçar o respeito mútuo entre os estudantes e criar mecanismos formais de denúncia, e que as autoridades sancionem qualquer situação de desigualdade de gênero, por mínima que seja.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[equidad]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[mujeres]]></kwd>
<kwd lng="es"><![CDATA[Oaxaca]]></kwd>
<kwd lng="en"><![CDATA[equity]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[women]]></kwd>
<kwd lng="en"><![CDATA[Oaxaca]]></kwd>
<kwd lng="pt"><![CDATA[eqüidade]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[mulheres]]></kwd>
<kwd lng="pt"><![CDATA[Oaxaca]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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