Gender violence in technical education: impact on motivation and academic well-being of students in polytechnic environments
DOI:
https://doi.org/10.23857/dc.v12i2.4851Palabras clave:
Gender violence; polytechnic education; academic motivation; student well-being; institutional policiesResumen
Gender-based violence (GBV) is a relevant object of study in technical higher education, requiring an analysis of institutional factors influencing perceptions of student well-being. This study, part of the "Si-Vlir-Uso" Project, examines the relationship between identified instances of violence and academic motivation at the Orellana Branch of the Escuela Superior Politécnica de Chimborazo (ESPOCH). A cross-sectional, correlational, and ex post facto quantitative design was used, based on a perception survey administered to 282 students during the 2024-2025 cycle. Results indicate that the majority of the sample did not report direct experiences of institutional violence; however, a 4.6% prevalence was identified in specific cases of sexual requests linked to academic benefits. In this identified subgroup (n=13), 76.9% of the reported cases involved authority figures in the learning environment. Statistical analysis using the Mann-Whitney U test (U = 102.5, p < 0.001, r = 0.58) evidenced a significant association between reported victimization and self-declared decreased academic motivation. It is concluded that, while the institution has regulatory frameworks such as Resolution 084.CP.2026, it is essential to strengthen organizational culture and prevention mechanisms to consolidate safe learning environments that protect student well-being and academic engagement.
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Derechos de autor 2026 Angela Cecibel Moreno Novillo, Roció de Los Ángeles Barragán Murillo, Gabriela Belén Maldonado Montoya, Marco Antonio Bravo Montenegro
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