Impact of access to information about gender diversity among secondary education students

DOI: https://doi.org/10.5209/eslg.95514
Keywords: roles, determinism, homosexuality, intersexuality, transexuality

Abstract

Introduction: The objective is to analyze whether access to information contributes to adolescents’ flexibility in judging and understanding sexual diversity and gender roles and the possible existence of sex differences.

Methods: An experimental group participating in an informative workshop and a control group are established. The sample consisted of 130 adolescents aged 12 to 15 years (M=13.32; SD= .83). Attitudes towards diversity and gender roles were assessed using the Attitude towards Homosexuality Scale (EAH-10), the Negative Attitudes towards Transsexuality Scale, the Gender Determinism Scale (GD), and the short version of the Social Roles Questionnaire (SRQ-R).

Results: The baseline indicates that the experimental group exhibits greater adherence to gender roles than the control group. There are no differences in acceptance of homosexuality and the conception of gender as an essentialist and determinist category after participating in the informational workshop. Differences exist in acceptance of transsexuality, with the experimental group showing less acceptance than the control group.

In parallel, the group of boys demonstrated greater adherence to traditional social roles, a stronger attitude of rejection towards homosexuality and transsexuality, and increased acceptance of gender as an essentialist and determinist category.

Conclusions: Access to information influences flexibility in accepting sexual diversity, especially among women.

Author Biographies

Carla Palomino Suárez, Universidad Complutense de Madrid

Carla Palomino Suárez is a University Professor of Psychology. Her current line of research focuses on gender studies. She extended her studies in the USA (Houston, TX) obtaining a teaching degree and has combined the practice of psychology with teaching for the last 15 years. She has held positions of coordination of educational centers and management of different departments, both in the U.S. and in Spain and collaborates since 2015 with the design of educational content for online platforms, grading of official exams for public schools in Texas and the training of staff in areas of inclusivity at an organizational level.

Marta Evelia Aparicio García, Universidad Complutense de Madrid

Dr. Marta Evelia Aparicio García is Full Professor at the Complutense University of Madrid since 2001. She is Coordinator of the Master's Degree in Gender Studies and teaches in this Master's Degree and in the Master's Degree in LGBTIQ+ Studies. Her lines of research are related to both types of studies, gender and health of LGTBIQ+ people. She holds the title of Expert in Orientation and Job Placement from the University of Huelva in 2012 and the University Master's Degree in Methodology of Behavioral and Health Sciences in 2015. Previously, she was Academic Secretary of the Complutense Institute of International Studies from September 2008 to November 2010. And Deputy Director of the School of Labor Relations from January 2011 to September 2014. She was a professor at C.E.S. Cardenal Cisneros from October 2004 to September 2005 and professor at Fundación Universitaria San Pablo CEU from 1998 to September 2005. She is the author of more than 50 research articles and several book chapters. She has worked as a clinical psychology professional since 1998 and as an Educational Psychologist at the bilingual Hastings School. In addition to her teaching experience, she has collaborated with several companies in the field of Human Resources. In 2004 she was awarded the Angel Herrera Prize for the best teaching work of the San Pablo CEU University Foundation.

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Published
2024-12-17
How to Cite
Palomino Suárez C. y Aparicio García M. E. (2024). Impact of access to information about gender diversity among secondary education students. Estudios LGBTIQ+, Comunicación y Cultura, 4(2), 75-86. https://doi.org/10.5209/eslg.95514
Issue
Vol. 4 No. 2 (2024)
Section
Artículos de Investigación

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