Este trabajo, enmarcado dentro de un proyecto de investigación más amplio, tiene por objetivo fundamental conocer las creencias y las actitudes sexistas de los futuros docentes como responsables de la educación y como trasmisores ideológicos en el día de mañana.En el análisis que exponemos a continuación, la población de alumnos de Magisterio presentó creencias sexistas en más de un 75% de la muestra estudiada, lo que significa que más de un 75% de futuros docentes está en disposición de trasmitir esta ideología frente a las diversas propuestas legislativas que persiguen la igualdad. Las personas objeto de estudio han mostrado actitudes sexistas hostiles y también benévolas. Los resultados encontrados justifican la necesidad de programar acciones formativas y educativas concretas y explícitas para el colectivo de futuros docentes, con el fin de cambiar estas creencias y detener así la perpetuación y la trasmisión ideológica del sexismo. Por tanto, parece necesaria la inclusión de formación específica en género y sexismo, así como la programación y el diseño de los planes de estudio desde la perspectiva de género. Estos resultados también muestran la necesidad de conocer las actitudes sexistas, o no sexistas, de los enseñantes en activo, dado que, si se confirman estos resultados entre la población docente, las necesidades de formación también se extenderían al grupo de profesores que ejercen en la actualidad.

Bullying has a negative impact on adolescents’ emotional and social development, especially in the case of victims. This study aims to explore the association of engagement in bullying behaviours, for both the victim and aggressor, with psychological well-being. A non-experimental, cross-sectional and correlational quantitative study was designed, with the participation of 570 students between 14 and 15 years old (SD 0.99), of which 50.5% were girls and 49.5% boys, who were selected through stratified random sampling. Mean differences, bivariate correlations and multiple linear regressions were calculated to study the relationship between bullying and psychological well-being. Victims scored lower for subjective well-being, with the educational and social implications that this means. As for the aggressors, who scored higher on well-being than non-aggressors, the question is raised as to whether well-being increases with aggression or whether aggression is the result of lower levels of well-being. Female bullying victims belonging to the older age group are the participant profile with the lowest well-being scores. This gender perspective can be considered not only with regards to coexistence and bullying prevention plans but also shows the need to promote psychological well-being to educate towards equality.

Este trabajo persigue dos objetivos fundamentales: El primer objetivo es conocer el estereotipo emocional del sexismo, o lo que es igual, las expectativas y creencias que el sexismo tiene acerca de lo que debe ser el comportamiento emocional en mujeres y hombres desde esta posición ideológica. El segundo objetivo es proponer una primera aproximación y definición de la dimensión emocional del sexismo en el marco de la teoría del sexismo ambivalente, a la que llamamos Emocionalidad. Para el desarrollo de este trabajo se ha seleccionado una muestra de 1608 estudiantes de Magisterio de la comunidad de Castilla la Mancha, repartidos en las cuatro provincias y los cinco campus con Facultad de Educación. Han sido 1308 participantes los que han cumplido todas las condiciones para poder formar parte del estudio. Los resultados muestran que el sexismo presenta un estereotipo de gestión emocional muy claro y diferente para hombres y mujeres, además de complementario según la propia ideología sexista, donde las mujeres obtienen su puntuación más alta en atención emocional y su puntuación más baja en regulación emocional. Por el contrario, los hombres obtienen su puntuación más alta en regulación emocional y su puntuación más baja en atención emocional. Este estereotipo emocional sexista es, además, significativamente diferente según nuestros resultados al que presenta la población estudiada no sexista. Nuestros resultados apuntan, por tanto, a la existencia de este estereotipo emocional sexista y a la necesidad de incluir la dimensión emocional, la emocionalidad, en la definición de sexismo.

Rural schools are a distinctive feature in the autonomous community of Aragon, as state-run rural schools are the main cultural institution in small towns. This research was conducted in four grouped rural schools (hereafter referred to by their Spanish acronym, CRAs) in the province of Teruel in 2017. Our objectives included analising the views of management team members and teachers on educational leadership with a special emphasis on the rural school’s differentiating elements. Four CRAs were chosen in the province of Teruel. Three teachers and six members of management teams participated and the study data were collected using a qualitative interview. The content analysis of the interview was conducted using the NVivo program and was organised into two fundamental areas: views of educational leadership and the skills this leadership includes. The general perception of management teams and teachers is positive; they value the effort put into performing the work and understand that both management and CRAs are complex. They also appreciate the management teams’ organisation of training and its contents. This analysis suggests a set of conditions that provides a qualitative insight into management possibilities and limitations in the CRA model.

Bullying is related to several variables, including diversity and variables that place the victim outside of normality. However, it is not easy to find a single meaning of normality. The present study has two main objectives: to find out whether victims are evaluated as non-normal and to find out whether aggressors are evaluated as non-normal. A cross-sectional, correlational, and quantitative study was designed, focusing on a representative sample of secondary school students from the Community of Madrid. The sample consisted of 2076 participants and was constructed using a stratified, proportional, and random sampling technique. To gather this information, a questionnaire was constructed. It includes a first section where sociodemographic and normality information is collected, and a second section made up of the Defensor del pueblo-UNICEF Bullying Questionnaire. The reliability and consistency of the questionnaire are acceptable (Cronbach’s alpha 0.91). For the comparison of means between groups, a Student’s t-test was applied, and the correlation between variables was calculated by applying the bivariate correlation test. Results show that victims are evaluated as non-normal while aggressors are perceived as normal. This implies that the risk of being involved in bullying situations as a victim can be predicted.

This research is based on the question of whether sexism exists in boys and girls in two primary schools in Teruel and the perception they have of emotional intelligence. To test the students’ perception of emotional stereotypes in both sexes, we calculated their score in ambivalent sexism for a sample of 77 subjects of both sexes. The presence of sexism was detected in the sample; according to the formulated scale, it appears to be present in low levels. Hostile sexism prevails over benevolent sexism in both sexes. It has been found that in hostile sexism the differences are statistically significant between both sexes. Hostile sexism with respect to benevolent sexism is higher in boys than in girls, while benevolent sexism is equally low in girls. These findings encourage working on this topic in schools in a more specific manner, and thus promote more comprehensive education for students.