VALIDATION OF THE INSTRUMENT GENDER SENSITIVITY IN TEACHING PRACTICE FROM THE UNIVERSITY STUDENT PERSPECTIVE

Inequality, inequity and gender violence in higher education are uncomfortable and difficult to handle in institutions. In the university as a social institution there are teaching practices that can reinforce, maintain, produce and reproduce gender stereotypes or help modify and collaborate with their deconstruction. Hence the importance of knowing how the student perceives these stereotypes from the teaching act. However, in the reviewed literature, a shortage of instruments was observed to be considered for this.Therefore, the objective was the development and validation of an instrument designed to measure gender sensitivity in teaching practices at a higher level, from the perspective of the students. This instrument comprises four dimensions: 1) emotional support, 2) behavior management, 3) pedagogical support, and 4) language. Validation was carried out in two phases, the first by expert judges, who assessed the relevance and clarity of the items and calculated the content validity ratio for each one. In the second, a pilot study was carried out with a sample of 870 higher level students to determine the psychometric properties of the instrument's dimensions. Exploratory and confirmatory factor analyzes and internal consistency and were carried out through Cronbach's alpha coefficient. The results showed that the dimensions have a good factorial structure and reliability, which indicates that it can be used in the university environment. The final version of the instrument was made up of 31 items in Likert format and one open question.