Diseño y validación de una escala de perspectiva de género en la docencia universitaria

Abstract

Currently, Chile is promoting the integration of a gender perspective into university teaching within the framework of its educational policies. In this context, the aim of this study was to design and validate a scale to characterize the perceptions of professionals engaged in university teaching regarding this integration. The proposal addresses three dimensions: subjectivities, content, and methodology, which aim to answer the fundamental questions of the educational process: who teaches, what is taught, and how it is taught. Taken together, these dimensions allow for an approach to the phenomenon from different angles, integrating both the personal experiences and beliefs of faculty members, as well as the knowledge transmitted and the pedagogical strategies employed. In this way, a comprehensive and holistic view of the educational process is offered, in which the gender perspective is not limited to an isolated aspect but is recognized as a cross-cutting element in all teaching practices. To ensure the quality of the instrument, a content validation was carried out through expert judgment, considering the criteria of sufficiency, coherence, relevance, and clarity, whose results were analyzed using Aiken’s V coefficient, achieving an ideal level of agreement. Subsequently, the reliability of the instrument was assessed through a pilot test applied to 183 professionals from different fields of knowledge who teach at Chilean universities. Finally, a confirmatory factor analysis was conducted, and Cronbach’s Alpha and McDonald’s Omega coefficients were calculated. Both showed adequate values, demonstrating the strength and consistency of the instrument.