¿Qué te Hace Pensar que Eres Feminista? Desarrollo y Validación de la Escala Feminista de Actitud y Comportamiento para Docentes
DOI:
https://doi.org/10.5944/rdp.v35i128.38806Palabras clave:
feminismo, actitudes, comportamientos, docentes, desarrollo de escalaAgencias Financiadoras:
Universidad de Zaragoza, Universidad de GranadaResumen
Los profesores desempeñan un papel clave a la hora de apoyar y fomentar actitudes igualitarias en la escuela. Este estudio tenía como objetivo desarrollar y validar la Escala Feminista de Actitudes y Comportamientos para Profesores (FABS-T), una medida que comprende tanto dominios actitudinales como comportamentales. Para ello, llevamos a cabo dos estudios con profesores de Educación Infantil y Primaria y profesores en formación. En el Estudio 1, cualitativo (N = 309), se preguntó a los participantes sobre situaciones en las que se les había retratado como feministas. Surgieron seis temas, para los que desarrollamos una versión inicial de 60 ítems. El estudio 2 (N = 451) tenía como objetivo evaluar la estructura factorial, la fiabilidad y la validez. El análisis factorial exploratorio y confirmatorio respaldó una versión de 42 ítems del FABS-T con una estructura final compuesta por cinco dimensiones (56,7% de la varianza explicada). Tanto para el dominio actitudinal (Apoyo Igualitario Público y Apoyo Igualitario Privado) como para el conductual (Confrontación del Sexismo, Activismo y Prácticas de Enseñanza), la fiabilidad fue buena. La mayoría de las dimensiones se relacionaron positivamente con la autoidentificación feminista, y negativamente con el sexismo ambivalente y la orientación de dominación social. Se observaron diferencias de género en las dimensiones conductuales. Destacamos la necesidad de distinguir las actitudes de los comportamientos, ya que estos últimos se revelaron como un aspecto central de la autoidentificación como feminista.
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