Intervenciones Profesionales para Promover la Igualdad de Género: Aspectos Metodológicos
DOI:
https://doi.org/10.1590/1982-4327e3320Palabras clave:
desarrollo profesional, mujeres, trabajo de mujeres, trabajo, géneroResumen
Las mujeres suelen enfrentarse a una compleja red de barreras que dificultan su trayectoria profesional. El objetivo de este estudio es abordar las intervenciones en la carrera como estrategia metodológica para minimizar las desigualdades de género en el mundo laboral. Ante el escenario de las desigualdades que viven las mujeres, es necesario prestar atención a la construcción de intervenciones para que los problemas no se agraven con iniciativas superficiales y que se enfocan solo en los individuos. Este artículo trata de la desigualdad de género en las carreras; aporta recomendaciones para la investigación con intervenciones; ejemplifica algunas intervenciones y proporciona una guía para la elaboración de intervenciones, que consiste en elegir el marco teórico, definir objetivos, público objetivo y contexto, identificar recursos, estructurar la intervención, definir el contenido, las actividades y evaluación. Se discuten los límites y posibilidades de utilizar las intervenciones en la investigación sobre género y carrera, además de los desafíos de este campo científico.
Descargas
Referencias
Barbosa, V. N. M., & Moura, J. F. (2021). Intersecções entre gênero, raça e pobreza na vida de mulheres no nordeste do Brasil [Intersections between gender, race and poverty in women in the northeast of Brazil]. Estudos e Pesquisas em Psicologia, 21(4), 1478-1499. https://doi.org/10.12957/epp.2021.64031
Benevides, B. G., & Nogueira, S. N. B. (2020). Dossiê assassinatos e violência contra travestis e transexuais brasileiras em 2019 [Report on murders and violence against Brazilian transvestites and transsexuals in 2019]. ANTRA. http://www5.tjba.jus.br/portal/wp-content/uploads/2021/05/dossie-trans-2021-29jan2021-1.pdf
Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142(11), 1227-1274. https://psycnet.apa.org/buy/2016-43598-001
Catalyst. (2022). Women in management (Quick take). https://www.catalyst.org/research/women-in-management/
Chang, E. H., Milkman, K. L., Gromet, D. M., Rebele, R. W., Massey, C., Duckworth, A. L., & Grant, A. M. (2019). The mixed effects of online diversity training. Proceedings of the National Academy of Sciences, 116(16), 7778-7783. https://doi.org/10.1073/pnas.1816076116
Collins, C., Landivar, L. C., Ruppanner, L., & Scarborough, W. J. (2021). COVID‐19 and the gender gap in work hours. Gender, Work & Organization, 28(S1), 101-112. https://doi.org/10.1111/gwao.12506
Dobbin, F., & Kalev, A. (2018). Why doesn't diversity training work? The challenge for industry and academia. Anthropology Now, 10(2), 48-55. https://doi.org/10.1080/19428200.2018.1493182
Eagly, A. H., Wood, W., & Diekman, A. B. (2000). Social role theory of sex differences and similarities: A current appraisal. In T. Eckes, & H. M. Trautner (Eds.), The developmental social psychology of gender (pp. 123–174). Erlbaum.
Falco, L. D., & Summers, J. J. (2019). Improving career decision self-efficacy and STEM self-efficacy in high school girls: Evaluation of an intervention. Journal of Career Development, 46(1), 62-76. https://doi.org/10.1177%2F0894845317721651
Glick, P., & Fiske, S. T. (2011). Ambivalent sexism revisited. Psychology of Women Quarterly, 35(3), 530–535. https://doi.org/10.1177/0361684311414832
Guthridge, M., Kirkman, M., Penovic, T., & Giummarra, M. J. (2022). Promoting gender equality: A systematic review of interventions. Social Justice Research, 35(3), 318-343. https://doi.org/10.1007/s11211-022-00398-z
Holloway-Friesen, H. (2021). The role of mentoring on hispanic graduate students’ sense of belonging and academic self-efficacy. Journal of Hispanic Higher Education, 20(1), 46–58. https://doi.org/10.1177/1538192718823716
Instituto Brasileiro de Geografia e Estatística. (2019). Desigualdades sociais por cor ou raça no Brasi [Social inequalities by color or race in Brazil]. https://www.ibge.gov.br/estatisticas/sociais/populacao/25844-desigualdades-sociais-por-cor-ou-raca.html
Kossek, E. E., Su, R., & Wu, L. (2017). “Opting out” or “pushed out”? Integrating perspectives on women’s career equality for gender inclusion and interventions. Journal of Management, 43(1), 228-254. https://doi.org/10.1177/0149206316671582
Lau, P. L., Chung, Y. B., & Wang, L. (2021). Effects of a career exploration intervention on students’ career maturity and self-concept. Journal of Career Development, 48(4), 311-324. https://doi.org/10.1177/0894845319853385
Lau, V. W. Y., Scott, V. L., Warren, M. A., & Bligh, M. C. (2023). Moving from problems to solutions: A review of gender equality interventions at work using an ecological systems approach. Journal of Organizational Behavior, 44(2), 399-–419. https://doi.org/10.1002/job.2654
Lent, R. W., & Brown, S. D. (2019). Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior, 115, 103316. https://doi.org/10.1016/j.jvb.2019.06.004
Ly, A. (2022). Developing future global leaders' competencies in a business school course: A case study of a course design inspired by team-based learning. In J. S. Osland, B. S. Reiche, B. Szkudlarek, & M. E. Mendenhall (Eds.), Advances in global leadership (Vol. 14). Emerald Publishing.
Morici, R., Massaro, D., Brajda Bruno, F., & Boerchi, D. (2022). Increasing refugees’ work and job search self-efficacy perceptions by developing career adaptability. Social Sciences, 11(5), 197. https://doi.org/10.3390/socsci11050197
Mullen, C. A., & Klimaitis, C. C. (2021). Defining mentoring: A literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19-35. https://doi.org/10.1111/nyas.14176
Oliveira-Silva, L. C., & Parreira, V. A. D. (2022). Barriers and coping of women in predominantly male careers. Revista Estudos Feministas, 30(1), e74161. https://doi.org/10.1590/1806-9584-2022v30n174161
Oliveira-Silva, L. C., & Pellissari, M. E. C. (2023). Mentoria de carreira para universitárias em STEM: Relato de intervenção [Career mentoring for university students in STEM: Intervention report]. In A. L. Andrade, D. Boucinha, F. P. Ramos, & M. Z. Oliveira (Orgs.), Intervenções em carreira e promoção de saúde mental para universitários [Career interventions and mental health promotion for university students] (pp. 135-153). Editora da PUCRS.
Phillips, S. D. (2023). Women and career development: Some new answers, many more questions. The Counseling Psychologist, 51(6), 00110000231173463. https://doi.org/10.1177/00110000231173463
Pires, F. M., Ribeiro, M. A., & Andrade, A. L. D. (2020). The Psychology of Working Theory: An inclusive perspective for career guidance. Revista Brasileira de Orientação Profissional, 21(2), 203-214. http://pepsic.bvsalud.org/pdf/rbop/v21n2/a08v21n2.pdf
Santos, A. R., & Ribeiro, M. A. (2021). Revisão integrativa: Avaliação de intervenções em orientação profissional e de carreira com adultos [Adults career guidance and counseling intervention assessment: An integrative review]. Revista Brasileira de Orientação Profissional, 22(2), 109-121. http://pepsic.bvsalud.org/pdf/rbop/v22n2/a01v22n2.pdf
Ryan, M. (2022). To advance equality for women, use the evidence. Nature, 604(7906), 403. https://doi.org/10.1038/d41586-022-01045-y
Warren, M. A., & Bordoloi, S. D. (2021). Going beyond good colleagues: Men’s and women’s perspectives on allyship behaviors toward women faculty in male-dominated disciplines in academia. Journal of Diversity in Higher Education. https://psycnet.apa.org/doi/10.1037/dhe0000369
Wong, C. Y. E., Kirby, T. A., Rink, F., & Ryan, M. K. (2022). Intersectional invisibility in women’s diversity interventions. Frontiers in Psychology, 13, 791572. https://doi.org/10.3389/fpsyg.2022.791572
World Economic Forum (2022). Global gender gap report 2022. https://www.weforum.org/reports/global-gender-gap-report-2022
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2024 Paidéia (Ribeirão Preto)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Para poner a disposición los contenidos, Paidéia adopta la Licencia Creative Commons, CC-BY. Esta licencia permite copiar y redistribuir el material en cualquier medio o formato, así como remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente, lo que da los debidos créditos de derechos de autor apropiados a la revista, ofrece un enlace a la licencia e indica se han realizado cambios.
Reproducción parcial de otras publicaciones
Las citas que exceden las 500 palabras, la reproducción de una o más figuras, tablas u otras ilustraciones deben contar con la autorización escrita del titular de los derechos de autor del trabajo original para la reproducción especificada en la revista