Perceptions of Sex and Gender among Teacher Education Students in Mexico and Japan: A Comparative Study

Abstract

This study analyzes perceptions of sex and gender among teacher training students in Mexico and Japan, aiming to identify attitudinal differences and similarities between both samples. A cross-sectional comparative quantitative design was employed with a non-probabilistic sample of 188 participants (94 per country) from public pedagogical institutions. The instrument, structured on a five-point Likert scale, was validated through expert review and test-retest procedures, yielding a Cronbach’s alpha coefficient of .754. As the data did not meet normality assumptions, the non-parametric Mann-Whitney U test was used for hypothesis testing. Results indicate statistically significant differences in seven of the ten analyzed items, as well as similarities in three of them. Notably, strong support for women’s autonomy in education and employment was observed in both samples, with higher levels of agreement among Mexican participants. Findings reveal complex attitudinal configurations in which egalitarian positions coexist with traditional representations. The study concludes that gender perceptions in teacher education cannot be reduced to simple dichotomous explanations but rather reflect situated and dynamic processes.