Person:
Vázquez Cupeiro, María Susana

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First Name
María Susana
Last Name
Vázquez Cupeiro
URI
https://hdl.handle.net/20.500.14352/77032
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Educación-Centro Formación Profesor
Department
Sociología Aplicada
Area
Sociología
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Author: Castaño Collado, Cecilia × Start date: 2006 ×

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Now showing 1 - 3 of 3
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    Resistance and counter-resistance to gender equality policies in Spanish universities
    (Papers. Revista de Sociología, 2023) Castaño Collado, Cecilia; Vázquez Cupeiro, María Susana
    Resistance in academia is a pervasive phenomenon. Gender equality was prescribed more than a decade ago in Spain, but the problem remains unsolved. Contributing to feminist institutionalism, this paper identifies both the manifestations of resistance intended to interfere in the implementation of gender equality initiatives in Spanish universities and the strategic responses enacted by gender equality agents to counteract those resistances. To this end, we conducted in-depth interviews with the female directors of Equality Units (EqUs) at six public universities in Madrid. Despite increasing support for gender equality, the research results confirm the existence of a complex web of resistance. EqUs deploy a wide range of strategies to neutralise the refusal to accept or comply with gender equality initiatives, but these are mainly, albeit not exclusively, embodied in actions of survival. We argue that although limited, these specialised bodies’ capacity for agency has not been obliterated and could be used to put alternative and more proactive counter strategies in place to bring about fundamental change. Overall, the findings yield new insights into the progress of and resistance to gender equality initiatives in universities.
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    La desigualdad digital de género y la brecha de competencias como cuestión central y persistente
    (Desafíos de la inclusión digital: la brecha digital de género y las competencias digitales docentes en el contexto educativo, 2023) Martínez Cantos, José Luis; García Arnau, Albert; Vázquez Cupeiro, María Susana; Castaño Collado, Cecilia; Gómez Trigueros, Isabel María (coord.)
    Los informes que abordan las brechas en las competencias digitales entre mujeres y hombres parecen, en ocasiones, contradictorios. En el caso de la Unión Europea, por ejemplo, se dice que, al medir el uso de internet, la brecha se ha reducido del 7 % al 2 % en los últimos diez años, ya que la mayoría de hombres y mujeres (86 % y 84 %, respectivamente) se conectan en línea al menos una vez a la semana (European Commission, 2020b) y que, al observar las habilidades digitales básicas, la brecha de género se ha reducido del 10,5% en 2015 al 7,7% en 2019 (European Commission, 2020a). Esto podría tomarse como indicador de una mayor igualdad en esta área, pero las mismas fuentes también señalan que las mujeres en toda Europa tienen, en comparación con los hombres, menos probabilidades de poseer habilidades digitales especializadas y trabajar en este campo que sus pares masculinos, ya que solo el 18 % del personal especialista en tecnologías de información y comunicación (TIC) son mujeres (European Commission, 2020b). En este capítulo se revisan de manera sintética algunos hallazgos importantes sobre atendiendo a estos datos, poniendose de manifiesto la complejidad que implica el tema de las brechas de género en materia de habilidades digitales. Esta aproximación proporciona una visión general del estado de la investigación, así como de lo que aún queda por explorar. Para concluir, se sugerirán algunas ideas para futuras investigaciones.
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    Gendered management in Spanish universities: functional segregation among vice-rectors
    (Gender and Education, 2019) Castaño Collado, Cecilia; Martínez Cantos, José Luis; Vázquez Cupeiro, María Susana
    The reorganisation of higher education according to the marketplace logic – and framed within the process of Europeanisation and globalisation – has run parallel to a significant rise in the number of women in senior management positions at Spanish universities. This would seem to be a step to more gender equality. However, the analysis of the situation used thus far, based on conventional indicators, may be harbouring a not-so-egalitarian reality. Our approach studies the gender distribution of vice-rectors according to assigned functions in all forty-eight Spanish public universities offering both graduate and postgraduate studies. It does so by creating a typology to exemplify gendered divisions of labour within those positions. The results confirm an uneven gender distribution: women, although mostly in charge of caregiving and housekeeping functions, are underrepresented across the board in areas where strategic power resides and the future of university is decided and where, eventually, gender norms could be changed.