Gender perspective training in social intervention professionals: challenges and needs

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DOI:

https://doi.org/10.31637/epsir-2025-1835

Keywords:

social intervention, training,, sexism,, gender violence, feminization, education, inequality., gender perspective

Abstract

Abstract: mandatory in disciplines related to socio-educational intervention, according to a review of the curricula. This lack of training affects the ability of professionals to address gender inequalities and violence in a transformative way. Methodology Sexist attitudes were evaluated in 382 social intervention professionals using the Ambivalent Sexism Inventory (ASI) by Glick and Fiske (1996), adapted by Expósito, Moya, and Glick (1998). The participants come from general and specialized social services. Results The results show a structural feminization in social intervention contexts, both in team composition and in professional roles and target groups. Significant differences were identified in hostile sexist attitudes: professionals with little or no gender perspective training showed greater agreement with sexist statements, while those with extensive and specialized training tended to disagree. Discussion The findings highlight the importance of mandatory gender perspective training to reduce sexist biases among social intervention professionals. Specialized training allows for a more equitable and effective approach in situations of inequality and gender violence. Conclusions It is crucial to introduce mandatory gender perspective courses in social intervention curricula to ensure that all graduates acquire the necessary skills to promote social change and gender equality.

 

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Author Biographies

Sonia Morales Calvo, Universidad de Catilla la Mancha

Doctor in Pedagogy and Bachelor in Educational Sciences from UCM. Contracted Doctor Professor in the Area of Research Methods and Diagnosis in Education in the Department of Pedagogy at the University of Castilla-La Mancha. Extensive training in the educational and social field aimed at social and educational inclusion with vulnerable groups. Director of the Research and Society Group “GIES” of the Faculty of Social Sciences of Talavera de la Reina and the Classroom of Inclusion and Social Innovation of UCLM. UCLM representative on the Advisory Council of Social Services in the Junta de Comunidades de Castilla-La Mancha. Vice Dean of Quality, Mobility, and Sustainability of the Faculty of Social Sciences and Information Technologies of Talavera de la Reina.

Vicenta Rodriguez Martín, Universidad de Castilla la Mancha

Doctor in Psychology and Diploma in Social Work. Associate Professor in the Area of Social Work and Social Services at the University of Castilla-La Mancha (UCLM). I have extensive interdisciplinary training in the psychosocial-educational field with a gender perspective. I have been Dean of the Faculty of Social Sciences of Talavera de la Reina (UCLM) and President of the Conference of Deans of Social Work in Spain, as well as Deputy Director of the Department at UCLM. I created and directed the “Specialist in Equality, Social Intervention from a Gender Perspective” program and am a member of the Expert Committee of the General Council of Social Work of Spain. I have taught at several national and international universities, led R&D&I projects, and reviewed for prestigious journals and research agencies. I have advised on the drafting of laws and strategic plans in Castilla-La Mancha and worked in international cooperation. I have published more than 70 works and received several recognitions for my career. Founder and president of the Association En Equilibrio Verde y Violeta.

References

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Published

2025-02-25

How to Cite

Morales Calvo, S., & Rodriguez Martín, V. (2025). Gender perspective training in social intervention professionals: challenges and needs . European Public & Social Innovation Review, 10, 1–13. https://doi.org/10.31637/epsir-2025-1835

Issue

Vol. 10 (2025)

Section

Education

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Copyright (c) 2025 Sonia Morales Calvo, Vicenta Rodriguez

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