Camila Jara Ibarra
What is the objective of our research?
Understanding the process of socialization and the learning of politics and citizenship during the formative period of adolescence is crucial for comprehending the origin of the gender gap in political and civic participation later in adulthood, including experiences within the school environment. Schools, whether through explicit or implicit content, can contribute to the conceptualization of politics and citizenship as a male domain if their practices and interactions among students perpetuate gender biases and stereotypes (the tendency to attribute specific characteristics and traits to men and women (Jost & Kay, 2005)).
Schools possess formative potential that extends beyond the classroom, involving the institution as a whole. As Kerr (2015) emphasizes, citizenship education encompasses the classroom through the curriculum and teaching practices; the institution as a whole through spaces for deliberation and school participation; and the school’s relationship with the community through service activities and educational outings, among other aspects. While there is extensive literature and empirical evidence focused on the classroom and the influence of teachers on the development of students’ citizenship competences (Gainous & Martens, 2012; Schulz et al., 2018; Torney-Purta, 2002), less attention has been given to the role of school leaders in citizenship education, considering the formative potential of the entire school.
This project focus on school leadership (principals, management teams and teachers in leadership positions within the school) to observe their role in the process and experience of political socialization and citizenship education of Chilean students. In doing so, we aimed to identify their approach to gender issues and the existence of gender biases that could contribute to the construction and (re)production of a citizenship associated with the masculine or feminine roles in political life.
What have we done?
During the months of project execution, we gathered essential data to address the research objectives. Case studies were conducted to observe and analyse gender biases in learning and teaching processes within the school environment, with a specific focus on the role of educational leadership.
We collaborated with a sample of four secondary public schools in Santiago, Chile, including two exclusively female schools. To ensure gender balance in school leadership, we selected two schools led by female principals and two by male principals. In line with our initial proposal, we conducted in-depth interviews with educational leaders and citizenship education teachers. The objective was to gain insights into their perspectives on citizenship learning and teaching from a gender-oriented standpoint.
We interviewed a total of seven citizenship education teachers and six members of management teams. The analysis of these four school cases focused on the discourses and practices of leaders (political and citizenship beliefs and attitudes) and the opportunities for teaching and learning (spaces for deliberation and participation, as well as the school’s relationship with the community) offered by the school as a whole. The interviews, conducted between May and October 2023, lasted approximately one hour each.
What are our main findings so far?
The four schools analyzed exhibit differences in their school culture, yet they also share some characteristics in many of the examined issues.
From the cases examined, citizenship training plans have been developed, as mandated by the Ministry of Education (outlining citizenship education actions and learning opportunities for primary and secondary education students). In a couple of schools, units have been established to address gender issues. However, in the case of citizenship education plans, in general, these are not known by the school community and have a limited impact, as there has been no collective reflection on the type of citizenship the school community seeks to emphasize or the actions this will entail. It is suggested that the formulation of these plans has been primarily for regulatory compliance rather than constructing an educational plan for the community.
A noteworthy aspect in three of the schools is the recent establishment, within the last two years, of an internal department addressing gender issues. However, these departments or units are still in their early stages, and like the citizenship plans, their scope is not yet known or shared by the educational communities. While these units represent progress in addressing the visibility of gender issues, their focus has been oriented toward addressing gender diversity, coexistence problems, and non-discrimination rather than promoting formative or educational strategies from a non-sexist approach.
In all four cases, diverse citizenship conceptualizations are observed, which even differ within each school. Views range from critical positions regarding what has traditionally been understood as citizenship, related to civic duties and rights, to others where a broader and more active conception of citizenship linked to common good and democratic coexistence is observed. Regarding feminism, a common discourse is observed in all four schools around its relevance. While its importance is declared, the concept is not used institutionally, and instead, similar concepts such as gender equality or equity are mentioned.
Concerning forms of organisation and student participation, three parallel phenomena are observed in all cases:
1. A growing weakening of traditional forms of student participation such as Student Unions, which generally have low attendance and often do not garner validation among students.
2. Minority groups of students with higher levels of politicisation, participation, and mobilisation capacity, who often drive actions such as school occupations.
3. School administrators and teachers report a growing lack of interest and disenchantment among students with topics related to traditional and electoral politics, even due to causes such as feminism during the post-pandemic period (2021-2023). However, there is a reported increase in interest in other types of issues such as animal rights.
These realities have a correlation in the discourses of school leadership, where there is a lack of problematization in relation to the type of citizenship that the school privileges, as well as to possible gender gaps or an education that produces or reproduces gender biases. These discourses, rather, focus on reducing gender issues only to the promotion of non-discrimination and the promotion of sexual diversity, from a focus on reparation rather than prevention, instead of thinking about the development of strategies in the formative or educational field for a non-sexist approach (from pedagogical practices, contents, work materials).
What can we conclude at this point?
All in all, it can be said that there is progress in schools in relation to citizenship education and gender issues, which contributes to the recognition and visibility of both topics. However, these advances are limited and the school leadership rather lacks of a critical or reflective vision on citizenship and the challenges, gaps and biases that citizenship education faces in terms of gender.
Finally, we did not encounter any ethical issues in the fieldwork. Before the fieldwork this study was revised and approved by Diego Portales University ethical committee. Participants were required to read and sign a written informed consent prior to their interview. We also tried to be mostly transparent with our research purposes and the future use that any information will have.
