In recent years, the concept of educational poverty has emerged on the political agenda of several countries as a new social challenge that needs to be addressed urgently (Colombo & Salmieri, 2020; Nanni & Pellegrino, 2018). Children and women are among the groups that suffer the most from the effects of poverty (Save the Children Italia Onlus, 2020). Investing in quality education is a key to escaping poverty (United Nations, 2020). The initial three statements are interdependent. At a global level, gender remains one of the main factors of inequality in education. The lack of access, as well as the limitation, to the right to education link girls and women to the most deprived living conditions. They are in danger of losing their independence and of being relegated as mother or wife status solely (Corbisiero & Berritto, 2020). Education is also a key for breaking gender stereotypes (EIGE, 2017). In this sense, there is still a widespread tendency for girls and boys to choose subjects according to traditional gender roles. In Europe, data show that girls are underrepresented in both science and technology (defined by the acronym STEM: Science, Technology, Engineering, and Mathematics) education and employment (Save the Children Italia Onlus, 2020). Similarly in Italy, the gender gap is still wide: women represent 17% of students who complete a vocational education in STEM fields, 41% for tertiary education in STEM fields (EIGE, 2021) and where gender segregation in education has also increased significantly since 2018 (6.3 points lower) (ibid.). ‘Gender-related challenges in the education system are an obstacle to economic growth and better career opportunities, especially for women’ (EIGE, 2017). The following thesis work analyzes social and gender barriers in the Italian educational context. The objectives of this thesis are to study and reflect on the role of social categorisations such as gender, social origin, migration background, in defining identity, belonging, and ambitions; the analysis of institutions that guarantee and protect educational rights and opportunities; the applicability of the principles of equality in the Italian school system and, finally, the influence of the family. The topic of study is not new in academic debate. However, the research stems from this reflection: why, in a context of increasing recognition of the problem, is there still a proliferation of resistance to changes? (Lewis & Anitha, 2019). Indeed, although gender awareness is increasing, the critical issues highlighted in this thesis work demonstrate the need for measures and interventions. Recent studies have underlined a renewed interest in gender issues, including a Save the Children project, for which I collaborated, aimed at writing a report (Save the Children Onlus, 2020). The purpose of the research was the development of an analytical strategy to inform the actions of a national Equip Today to Thrive Tomorrow (ET3) project. From the research and data collection work, many interesting aspects emerged related. Among these, the variable migration background showed some interesting trends that would have required further investigation. For this reason, my thesis work wanted to include migration background as an additional intersectional factor to gender. The final part of the thesis includes focus group interviews with mothers with a migration background. Focus groups were conducted to examine the respondents about gender discrimination, as well as the role of the family of origin on the choices and influences in STEM subjects. The aim was also to further elaborate on the Save the Children report by comparing the collected data.

Educational poverty in Italy: gender and social barriers

POVERO, ELENA
2021/2022

Abstract

In recent years, the concept of educational poverty has emerged on the political agenda of several countries as a new social challenge that needs to be addressed urgently (Colombo & Salmieri, 2020; Nanni & Pellegrino, 2018). Children and women are among the groups that suffer the most from the effects of poverty (Save the Children Italia Onlus, 2020). Investing in quality education is a key to escaping poverty (United Nations, 2020). The initial three statements are interdependent. At a global level, gender remains one of the main factors of inequality in education. The lack of access, as well as the limitation, to the right to education link girls and women to the most deprived living conditions. They are in danger of losing their independence and of being relegated as mother or wife status solely (Corbisiero & Berritto, 2020). Education is also a key for breaking gender stereotypes (EIGE, 2017). In this sense, there is still a widespread tendency for girls and boys to choose subjects according to traditional gender roles. In Europe, data show that girls are underrepresented in both science and technology (defined by the acronym STEM: Science, Technology, Engineering, and Mathematics) education and employment (Save the Children Italia Onlus, 2020). Similarly in Italy, the gender gap is still wide: women represent 17% of students who complete a vocational education in STEM fields, 41% for tertiary education in STEM fields (EIGE, 2021) and where gender segregation in education has also increased significantly since 2018 (6.3 points lower) (ibid.). ‘Gender-related challenges in the education system are an obstacle to economic growth and better career opportunities, especially for women’ (EIGE, 2017). The following thesis work analyzes social and gender barriers in the Italian educational context. The objectives of this thesis are to study and reflect on the role of social categorisations such as gender, social origin, migration background, in defining identity, belonging, and ambitions; the analysis of institutions that guarantee and protect educational rights and opportunities; the applicability of the principles of equality in the Italian school system and, finally, the influence of the family. The topic of study is not new in academic debate. However, the research stems from this reflection: why, in a context of increasing recognition of the problem, is there still a proliferation of resistance to changes? (Lewis & Anitha, 2019). Indeed, although gender awareness is increasing, the critical issues highlighted in this thesis work demonstrate the need for measures and interventions. Recent studies have underlined a renewed interest in gender issues, including a Save the Children project, for which I collaborated, aimed at writing a report (Save the Children Onlus, 2020). The purpose of the research was the development of an analytical strategy to inform the actions of a national Equip Today to Thrive Tomorrow (ET3) project. From the research and data collection work, many interesting aspects emerged related. Among these, the variable migration background showed some interesting trends that would have required further investigation. For this reason, my thesis work wanted to include migration background as an additional intersectional factor to gender. The final part of the thesis includes focus group interviews with mothers with a migration background. Focus groups were conducted to examine the respondents about gender discrimination, as well as the role of the family of origin on the choices and influences in STEM subjects. The aim was also to further elaborate on the Save the Children report by comparing the collected data.
2021
Educational poverty in Italy: gender and social barriers
Education
Gender
Social exclusion
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12608/11291