In Latin America, deeply ingrained cultural beliefs about gender roles – what women and men should and shouldn’t do – persist. This is despite increased involvement by women in traditionally male spheres, such as business and politics.
And these ideas are held among young people, too. A study in 2020 found that only 32% of adolescents in Latin America fully support gender equality. My past research has found that in Mexico, 63.6% of teenagers believe women should not be involved in politics.
In Chile and Colombia, however, teens’ support for gender equality is much higher. This disparity suggests that gender attitudes are shaped by broader social and political contexts.
My recent research with colleagues suggests that schools have the power to shape students’ beliefs about gender equality.
We found that there is a link between classes in which open discussion takes place and students with a strong grasp of civic topics and support for gender equality. We also found that schools with supportive and inclusive environments are linked with more positive attitudes among students towards gender equality.
The economic and political landscape of Latin America plays a role in restricting gender equality. Latin America is one of the most economically divided regions in the world, with extreme concentrations of wealth at the top and poverty at the bottom. This extends to education. Children from wealthier backgrounds have access to better education, further reinforcing inequality. Studies show that lower levels of education are linked to prejudices such as sexism.
And economic inequality is not the only challenge. Despite the fact that most Latin American countries transitioned to democracy over 40 years ago, political instability remains widespread. Alarmingly, many people still see authoritarianism as a solution to social issues.
This belief is particularly strong among young people. A 2016 study found that 69% of secondary students in five Latin American countries thought a dictatorship would be justified if it solved security problems. Authoritarian mindsets are strong predictors of sexism.
This means it is challenging to achieve gender equality in a society where authoritarianism and inequality remain deeply rooted.
Our research analysed data from a large-scale study of 25,319 eighth graders (aged 13-14) in 888 schools in Chile, Colombia, the Dominican Republic, Mexico and Peru.
We explored the relationships between the socioeconomic background of students, the promotion of open classroom discussions by teachers, the level of civic knowledge, the ideological climate that schools have and the attitudes toward gender equality held by students. We wanted to explore how far education can be associated with these views.
We found that educational practices account for 19% of the variation in students’ support for gender equality. In other words, what happens inside the classroom matters.
Schools that foster open classroom discussions about political and social issues help students develop critical thinking skills and tolerance. This kind of open dialogue counteracts authoritarian beliefs. It creates a space where students can challenge traditional gender roles.
Inclusive educational practices are not confined to wealthier schools. They can be embraced by any school committed to enhancing educational equity and embracing diverse student needs. But research suggests that students from wealthier backgrounds are more likely to endorse gender equality. This reflects their access to better education and civic knowledge.
Students with higher civic knowledge are more likely to support gender equity. Understanding rights, democracy, and social structures gives students the tools to question inequality and advocate for change.
However, the challenge is that many students are still exposed to authoritarian ideologies – both at home and in school.
Our research revealed a concerning trend. Schools with authoritarian climates tend to reinforce gender biases rather than challenge them. This suggests that if we move students with lower personal support for authoritarianism to an environment where authoritarianism is dominant, those students are susceptible to adopting sexist attitudes. Students are not just shaped by their own beliefs but by the ideological views of their peers.
This means that while schools have the potential to promote gender equity, they can also reinforce inequality if authoritarian ideas dominate the school culture.
Latin America’s structural inequalities and political instability create significant barriers to gender equality. Schools, particularly in underprivileged areas, can counterbalance this by encouraging open discussion and civic education, even in societies resistant to change. Education systems have the potential to play a key role in setting the trajectory of gender equality in Latin America.
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