Predicting Gender Equity Attitude Classes among Latin American Adolescents: A Multinomial Analysis of Family Background and School Factors

• In Event: ICCS Panel 2: Gender, Citizenship, and Educational Practices

Proposal

This study explores adolescent attitudes toward gender equality in Latin America, focusing on understanding variations in adherence to different gender attitude profiles. Previous research has primarily distinguished between students with strong or weak support for gender equality (Sandoval-Hernández & Carrasco, 2020). Still, little is known about the more nuanced levels of endorsement. Quantitative studies have extensively examined adolescent gender attitudes (López et al., 2024, pre-print), though profile analysis techniques, which can reveal complex social profiles, have been underutilised (Kankaras & Vermunt, 2014). Latent Class Analysis (LCA) is one such method that identifies unobserved typologies within populations by grouping individuals based on their responses to various indicators (Nylund-Gibson & Choi, 2018).
The study by López-Hornickel & Sandoval-Hernández (2023) identified four distinct gender attitude profiles among adolescents in five Latin American countries: Fully Egalitarians (who support all gender equality rights), Hesitant Egalitarians (who support them moderately), Normative Egalitarians (support equality in principle but retreat when male privilege is challenged), and Political Sexists (support equality except in politics).

This study explores the factors distinguishing adolescents who align with each profile, examining sociodemographic variables, family background, and school experiences.
Using data from the International Civic and Citizenship Education Study (ICCS) 2016, this research employs a mixed baseline category logit model. The profiles identified by López-Hornickel & Sandoval-Hernández (2023) serve as the outcome variable, with Fully Egalitarians as the reference group. The analysis is framed within a citizenship and political socialisation context, focusing on sociodemographic variables (e.g., gender, socioeconomic status), family background (e.g., parental interest in politics, political discussions), and school experiences (e.g., open classroom discussions).
The results consistently show that female students are likelier to align with the Fully Egalitarian profile and less likely to identify with the rest of the profiles. This finding aligns with previous research that suggests women, having historically experienced gender inequality more directly, tend to support gender equality more strongly (Bolzendahl & Myers, 2004). Furthermore, authoritarian attitudes are associated with Normative and Hesitant Egalitarian profiles, reflecting a complex relationship between authoritarianism and gender attitudes.

Open classroom discussions significantly shape gender attitudes, reducing the likelihood of students identifying with the Hesitant Egalitarian profile. These findings emphasise the importance of educational environments that promote critical thinking and challenge traditional gender norms (Carrasco & Pavón Mediano, 2021; Treviño et al., 2021; Carrasco & Torres Irribarra, 2018).

Surprisingly, socioeconomic status does not strongly correlate with gender attitude profiles, contradicting previous assumptions about the link between higher SES and progressive attitudes. Additionally, parental political interest and discussions outside of school do not strongly predict alignment with gender equality profiles. This suggests that other factors, such as peer groups and media, may play a more significant role in shaping adolescent attitudes.

In conclusion, this study discusses the implications of gender-based differences in alignment with gender equality profiles among adolescents in Latin America, the impact of educational environments in promoting egalitarian views, and the risk posed by authoritarianism in school environments.

Authors

• Natalia Verónica López-Hornickel, University of Bath

• Diego Carrasco, Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile

• Andrés Strello, International Association for the Evaluation of Educational Achievement