<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282021000200007</article-id>
<article-id pub-id-type="doi">10.6018/analesps.37.2.441791</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Acceptance of ambivalent sexism in trainee teachers in Spain and Latin American countries]]></article-title>
<article-title xml:lang="es"><![CDATA[Aceptación de sexismo ambivalente en docentes en formación de España y países de América Latina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla-Algovia]]></surname>
<given-names><![CDATA[Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alcalá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>253</fpage>
<lpage>264</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282021000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282021000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282021000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Ambivalent sexism is a multidimensional construct composed of two elements: hostile sexism and benevolent sexism. The main aim of this study is to analyse the acceptance of ambivalent sexist attitudes in a sample of future teachers from Spain and Latin America. The research is based on a quantitative methodological strategy. The sample is composed of 2798 trainee teachers, and their mean age is 22.62 years (SD = 6.23), they were residing in seven countries: Spain, El Salvador, Nicaragua, Colombia, Chile, Argentina and Mexico. The data collection technique was the structured questionnaire. The results show that ambivalent sexist attitudes exist &#8210; to a varying degree&#8210; in future teachers of every country. The assumption of sexism varies significantly between men and women and among countries. There seems to be a relationship between levels of sexism with indices of gender inequality and human development. Education institutions are not exempt from obstacles and gender bias that impede the attainment of equality between women and men. Sexist attitudes of teachers can be transmitted through the education system and the socialization process, so including gender issues in initial and in-service teacher training plans is essential.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resmen  El sexismo ambivalente es un constructo multidimensional compuesto por dos componentes: el sexismo hostil y el sexismo benévolo. El objetivo de este estudio ha sido analizar la aceptación de las actitudes sexistas ambivalentes en una muestra de futuros y futuras docentes de España y Latinoamérica. La investigación está basada en una estrategia metodológica cuantitativa. Participaron 2798 docentes en formación con una edad media de 22.62 años (DT = 6.23) que residían en siete países: España, El Salvador, Nicaragua, Colombia, Chile, Argentina y México. La técnica de recogida de datos fue el cuestionario estructurado. Los resultados muestran que las actitudes sexistas están presentes, con diferentes grados de aceptación, en el profesorado en formación de todos los países. La aceptación del sexismo varía significativamente entre hombres y mujeres y entre los países de la muestra. Parece existir una relación entre los niveles de sexismo y los índices de desigualdad de género y desarrollo humano. Las instituciones educativas no están exentas de obstáculos y sesgos de género que impiden la consecución de la igualdad entre mujeres y hombres. Las actitudes sexistas del profesorado pueden transmitirse a través del sistema educativo y los procesos de socialización, por lo que es fundamental incluir la perspectiva de género en los planes de formación inicial y continua del profesorado]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Attitudes]]></kwd>
<kwd lng="en"><![CDATA[Ambivalent sexism]]></kwd>
<kwd lng="en"><![CDATA[Hostlie sexism]]></kwd>
<kwd lng="en"><![CDATA[Benevolent sexism]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teachre education programs]]></kwd>
<kwd lng="es"><![CDATA[Actitudes]]></kwd>
<kwd lng="es"><![CDATA[Sexismo ambivalente]]></kwd>
<kwd lng="es"><![CDATA[Sexismo hostil]]></kwd>
<kwd lng="es"><![CDATA[Sexismo benévolo]]></kwd>
<kwd lng="es"><![CDATA[Fomación inicia de pofesorado]]></kwd>
<kwd lng="es"><![CDATA[Progamas de Fomación docente]]></kwd>
</kwd-group>
</article-meta>
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