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European, state and regional institutions make it a priority to guarantee teaching free of gender stereotypes.\u00a0Despite the difficulties, progress is slowly\u00a0being made , thanks to the commitment <\/a>of<\/a>\u00a0thousands of teachers who try to incorporate the gender perspective in\u00a0teaching<\/a>\u00a0and in the design and\u00a0research\u00a0process<\/a>\u00a0.<\/p>\n In some disciplines, such as Political Science and Sociology, the incorporation of the gender perspective is a formative opportunity to\u00a0advance equality practices<\/a>\u00a0.<\/p>\n And it is that one of the objectives of teaching political science is to make students understand that politics consists of finding\u00a0collective solutions<\/a>\u00a0to manage problems previously interpreted privately.<\/p>\n A good example to demonstrate this reality in our classrooms is that of feminism, whose success lies in its ability to show that gender inequalities respond to\u00a0social and structural realities<\/a>\u00a0and not to personal or private problems.\u00a0As the anthem of the feminists of Chile reminds us in the social outbreak of 2019: “The fault was not mine, nor where I was, nor how I dressed.”<\/p>\n As it could not be otherwise, gender inequalities and their consequences do not disappear in higher education classrooms.\u00a0Since the\u00a0pioneering work of Hall and Sandler<\/a>\u00a0(1982) in which they showed the \u201ccold climate\u201d of the classroom for women, research has deepened that analyzes gender biases in the kaleidoscopic reality of higher education.<\/p>\n Dozens of studies have shown that gender matters and causes biases in\u00a0teacher evaluation<\/a>\u00a0, in\u00a0feedback or treatment<\/a>\u00a0of students, and even in the\u00a0incentives<\/a>\u00a0that teachers transfer to boys and girls.<\/p>\n However, there is an unexplored space in higher education that in many cases escapes teachers’ control: the interactions between pairs of male and female students in group work.<\/p>\n Sensing that inequalities can be exacerbated in these spaces, we have carried out an\u00a0investigation\/action<\/a>\u00a0in the Faculty of Social Sciences and Communication of the UPV\/EHU in which some thirty female students have participated.<\/p>\n To articulate the study we have started from the consideration that gender inequalities\u00a0are articulated<\/a>\u00a0on the basis of a triple opposition that links productive, public and rational aspects to male socialization;\u00a0and reproductive, private and emotional management logics that prefigure female socialization.\u00a0The first aspects are valued positively, while the second tend to be undervalued.<\/p>\n As we explained in class, an everyday example can show this double distribution: men’s soccer assumes a public dimension (television broadcast), productive (contracts, expectations) and rational (soccer technique) while women’s assumes a private dimension (not socially recognized ), reproductive (playing sports with no hope of professional success) and emotional management (extloring aspects such as care, etc.).<\/p>\nCollective problems and solutions<\/strong><\/h4>\n
Inequality in the classroom<\/strong><\/h4>\n
Interactions in group work<\/strong><\/h4>\n
The logic of gender inequalities<\/strong><\/h4>\n