Person: Espinoza, Ana María
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Espinoza
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Ana María
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Publication Efectos del Sexo, los Estereotipos y la Identidad de Género en la Motivación Lectora de Estudiantes Hombres y Mujeres(2024) Espinoza, Ana María; Strasser, Katherine; Carvacho, HéctorEste estudio buscó contribuir a nuestra comprensión de la brecha de sexo en la motivación lectora del estudiantado, centrándoseen el rol de variables relacionadas con el género. 303 estudiantes chilenos/as de enseñanza media (51% mujeres) respondieron cuestionarios de autorreporte. Se utilizaron modelos de ecuaciones estructurales para evaluar si la identidad de género del estudiantado mediaba en la relación entre el sexo biológico y la motivación por la lectura (autoconcepto y valor), así como para evaluar los efectos diferenciales de la identidad de género y de los estereotipos de género asociados a la lectura en la motivación lectora de estudiantes hombres y mujeres. Los resultados revelaron efectos directos del sexo biológico del estudiantado, pero no efectos indirectos. El análisis multigrupo mostró que para las estudiantes mujeres, la adherencia a estereotipos de género asociados a la lectura tuvo un efecto positivo en su autoconcepto lector, mientras que para los estudianteshombres tuvo un efecto negativo en el valor que atribuyen a la lectura. Se discuten las implicancias de estos hallazgos para la promoción de la equidad en la enseñanza y aprendizaje de la lectura en educación secundariaPublication Math-gender stereotypes in Chile: Identification of associated factors across youth and adults(2025) Morales, María Francisca; Espinoza, Ana María; Río, María Francisca delMath-gender stereotypes that associate math more with males than females are a contributing factor to the underrepresentation of women in STEM fields. Given the pronounced gender disparities in math achievements in Chile, this study investigates these stereotypes within the Chilean context, examining their incidence and associated factors in two distinct age groups: adults and youth. Participants included adults (n = 5,038) and youth (n = 846) from the Encuesta Nacional de Percepción Social de la Ciencia, Tecnología, Conoci- miento e Innovación study. Information on math-gender stereotypes, sociode- mographics, and science perceptions were collected via participants’ reports. Logistic regression analyses using sampling weights were conducted in the two groups. Adults exhibited significantly higher levels of math-gender stereotypes compared to youth. Both groups shared factors associated with the probability of endorsing stereotypes (educational level, socioeconomic status, perception towards science). Conversely, sex emerged as a significant predictor for youth but not for adults. Findings suggest that math-gender stereotypes persist at different age groups in Chile, albeit with varying degrees. Socioeconomic disparities and the value towards science emerged as significant precursors across all groups.Publication Effects of sex, gender stereotypes and gender identity in male and female students’ reading motivation(2025) Espinoza, Ana María; Strasser, Katherine; Carvacho, HéctorThis study aimed to enhance our understanding of the biological sex gap inthereading motivationof studentsby focusing on the role of gender variables. 303 Chilean secondary students (51% female) completed self-report questionnaires. Structural equation models were employed to assess whether gender identity mediated the relationship betweenbiologicalsex and reading motivation (reading self-concept and value) and to examine the differential effects of gender identity and reading-gender stereotypes on the reading motivation of male and female students. The results indicated direct effects of biological sex but no indirect effects. Multi-group analysis revealed that for female students, adherence to reading-gender stereotypes positively influenced reading self-concept, whereas for males, it negatively affected reading value. Implications for promoting equity in the teaching and learning of reading in secondary education are discussed.