Gender perspective is essential in order to evaluate strategies aimed to generate equal opportunities and innovate in coeducational methodologies, which are oriented to the elimination of sexist stereotypes that produce gender inequalities. Thus, the main aim of this paper is showing the scientific evidence related to coeducational practises and their social impact on education systems. Coeducation has been understood as an educational approach oriented to promote gender equality and to create equal opportunities through educational methodology. The coeducation has been gaining importance in recent years given the interest of the gender studies issues.
In order to synthesize the scientific evidence gathered for the research issue, we carried out a systematic selection process (Scoping Review). Finally, the Scoping Review includes 18 articles from six different databases. Inclusion and exclusion criteria were considered before the review. Additionally, an ad hoc protocol was developed, which allowed extracting relevant information pertaining our research question.
The research found that there is still scare scientific evidence of coeducational interventions within the education system. Educational laws of different social contexts have been implementing gender equality, but, for the most part, a gender perspective has not been present in such modification. Moreover, it has been observed that the issue of gender equality and education has become widespread since the 90s, when the Fourth World Conference of Women took place in Beijing (1995).
On the other hand, the study reveals how the coeducational interventions have focussed primarily on equal access in the education system, but, some forms of discrimination based on sex still thrives within classrooms and promotes by hidden curriculum. Also, there has been an apparent lack of teacher training in gender equality and feminist theory for the implementation of coeducational pedagogies.
Thus, the results show the need to promote legislation reform based on the coeducational interventions and the necessity to promote specific teacher training in gender and equality.
PhD student in Interuniversity Doctorate in Interdisciplinary Gender Studies, in the research line of “Gender, gender violence and education” (University Institute for Gender Studies Research, University of Alicante). In addition, I am a Social Worker graduated from the University of Alicante with a Masters in Equality and Gender in the Public and Private sphere (Equality Agent) from the Jaume I University. On the other hand, I have the university degree of Technician in Equality Training gender, Expert in Intervention with male assailants of gender-based violence, Expert in the implementation of gender equality in public administration, among other degrees related to gender equality, education and gender mainstreaming.
I have contributed scientifically in various international conferences and seminars. Recently I have published a scientific article in “Children and Youth Services Review” (Aragonés-González, M., Rosser-Limiñana, A., & Gil-González, D. (2020). Coeducation and gender equality in education systems: A scoping review. Children and Youth Services Review, 111, 104837).