Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index across Degree: Findings from Two Teacher Education Programmes in Spain

Autor/inn/en	Miralles-Cardona, Cristina; Chiner, Esther; Cardona-Moltó, María Cristina
Titel	Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index across Degree: Findings from Two Teacher Education Programmes in Spain
Quelle	In: Journal of New Approaches in Educational Research, 10 (2021) 1, S.157-174 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Miralles-Cardona, Cristina) ORCID (Chiner, Esther) ORCID (Cardona-Moltó, María Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Foreign Countries; Gender Bias; Sex Fairness; Preservice Teachers; Student Attitudes; Teacher Education Programs; Elementary School Teachers; Preschool Teachers; Test Validity; Course Content; Mainstreaming; Social Attitudes; Measurement; Spain + Suchen Sie Ihr Suchwort? Ausland; Geschlechterstereotyp; Sexualaufklärung; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Testvalidität; Kursprogramm; Social attidude; Soziale Einstellung; Messverfahren; Spanien
Abstract	Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers' perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students' perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers' data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01