|
Article |
La salud sexual, salud mental, equidad de género,
inclusión y diversidad en la formación académica de los estudiantes
universitarios (México)
Gloria Ramírez Elias[*]
Abstract
In the university context, ensuring the comprehensive
well-being of the student community is linked to academic training. Sexual
health, mental health, gender equity, inclusion, and diversity are essential
components for promoting a healthy, safe, and equitable educational
environment. The objective of this research is to correlate sexual health,
mental health, gender equity, inclusion, and diversity in the academic training
of university students and thus identify the degree of association in the
impact on their academic training. The methodology used is descriptive, with a
quantitative, non-experimental and cross-sectional approach, with a correlational
scope, the null hypothesis testing instrument was a 17-item questionnaire, with
five Likert scale points, with a conventional non-probabilistic sample, 98
questionnaires were applied to students of the Autonomous University of
Tlaxcala, in the spring 2025 period, in the Faculties of: 1) Agrobiology, 2)
Administrative Economic Sciences and 3) Multidisciplinary Academic Unit Teacalco Campus, a multiple linear correlation was
performed using the Pearson correlation statistic, which is a statistic that measures
the strength and direction of the linear relationship between two quantitative
variables, perfect correlation is represented by unity, so values closer to
it describe a greater degree of association, results range from ~0.55 to ~0.96,
specifying a direct positive correlation. Values close to +1 indicate a
strong positive association. Values >0.7 are usually interpreted as a
strong correlation. For example: Inclusion (I) and Diversity (D) have a degree
of association of 0.9586, Gender Equity (EG) and Inclusion (I) have a degree of
association of 0.9336, Diversity (D) and Gender Equity (EG) a degree of
association of 0.9080, Mental Health (SM) and Gender Equity (EG) a degree of
association of 0.8566 and Sexual Health (SS) and Inclusion (I) a degree of
association of 0.8305, which reflects a very high correlation. Therefore, it is
concluded that the null hypothesis is rejected, which is: Sexual health, mental
health, gender equity, inclusion, and diversity are not associated with
academic training in university students, and the research hypothesis, which
specifies that the variables in this study are associated, is accepted. These
results underscore the importance of considering academic training as a factor
related to the development of attitudes and knowledge related to sexual and
mental health, as well as to values of equity, inclusion, and diversity in
the university setting.
Key words: Sexual Health, Mental Health, Gender Equity,
Inclusion and Diversity.
Resumen
En el contexto universitario, garantizar el bienestar
integral de la comunidad estudiantil va relacionado con la formación académica.
La salud sexual, salud mental, equidad de género, la inclusión y la diversidad
son componentes esenciales para promover un ambiente educativo sano, seguro y
equitativo. El objetivo de la presente investigación es: Correlacionar la salud
sexual, salud mental, equidad de género, inclusión y diversidad en la formación
académica de los estudiantes universitarios y así identificar el grado de
asociación en el impacto en la formación académica de los estudiantes
universitarios. La metodología utilizada es descriptiva, con un enfoque
cuantitativo, no experimental y trasversal, con un alcance correlacional, el
instrumento de contraste de la hipótesis nula fue un cuestionario de 17 ítems,
con cinco punto de escala de Likert, con un muestro no probabilístico
convencional, se aplicaron 98 cuestionarios a estudiantes de la Universidad
Autónoma de Tlaxcala, en el período de primavera 2025, en las Facultades de: 1)
Agrobiología, 2) Ciencias Económico Administrativas y 3) Unidad Académica
Multidisciplinaria Campus Teacalco, se realizó una correlación lineal múltiple,
utilizando el estadístico de Correlación de Pearson, que es un estadístico que
mide la fuerza y la dirección de la relación lineal entre dos variables
cuantitativas, la correlación perfecta está representada por la unidad, es así
que los valores más cercano, describen mayor grado de asociación, los
Resultados oscilan entre ~0.55 y ~0.96. Especificando una correlación directa
positiva. Los valores cercanos a +1 fuerte asociación positiva. Valores >0.7
suelen interpretarse como correlación fuerte. Por ejemplo: Inclusión (I) y
Diversidad (D) presentan un grado de asociación de 0.9586, Equidad de género
(EG) e Inclusión (I) tienen un grado de asociación de 0.9336, Diversidad (D) y
Equidad de género (EG) un grado de asociación de 0.9080, Salud mental (SM) y
Equidad de género (EG) un grado de asociación de 0.8566 y Salud sexual (SS) e
Inclusión (I) un grado de asociación de 0.8305, lo que refleja una correlación
altísima. Por ello, se concluye que se rechaza la hipótesis nula que es: La
salud sexual, salud mental, equidad de género, inclusión y diversidad no están
asociadas con la formación académica en los estudiantes universitarios y se
acepta la Hipótesis de investigación, que especifica que si están asociadas las
variables de esta investigación. Estos resultados subrayan la importancia de
considerar la formación académica como un factor relacionado con el desarrollo
de actitudes y conocimientos vinculados a la salud sexual y mental, así como a
valores de equidad, inclusión y diversidad en el ámbito universitario.
Palabras Clave: Salud sexual,
Salud mental, Equidad de género, Inclusión y Diversidad.
Introduction
Sexual and reproductive health among university
students is a key issue that encompasses physical, emotional, and social
well-being related to sexuality, emotional relationships, and the ability to
exercise sexual and reproductive rights freely and in an informed manner. In
the university context, this includes access to reliable information, adequate
medical services, contraception, prevention of sexually transmitted infections,
unplanned pregnancies, and psychosocial support. Thus, it refers to the condition
of comprehensive well-being in sexual and reproductive aspects, allowing young
people to exercise their sexual rights safely, pleasurably, and without
coercion, with access to adequate health services and comprehensive sex
education. At this stage, university students face multiple risks such as
unprotected sexual practices, lack of information, and stigmas that affect
their decision-making (Sherhatlioglu, 2025, Kwame,
2023, Oonyu, 2019).
According to experts such as Ramírez (2020), sexual
and reproductive education for university students is a vulnerable group, as it
is at this stage that there are sexual and reproductive risks for different
reasons, some of which are listed below: changes in the environment, lack of
institutional programs, and cultural taboos. The university stage represents a
time of personal and social transition, where autonomy, intimate relationships,
and sexual exploration increase. This poses significant challenges for sexual
and reproductive health (SRH), as young people face risks such as sexually
transmitted infections (STIs), unwanted pregnancies, and barriers to accessing
adequate services.
Table 1. Some statistics on sexual and reproductive health
among university students
|
ESTUDIO |
RESULTADOS |
|
|
|
% |
|
|
Beijing |
Conocimiento en anticoncepción y
VIH |
65.8 |
|
Sevilla |
Factores
que favorecen prácticas seguras como el condón |
|
|
Turquía |
Inicio de vida sexual, baja
confidencialidad y prácticas seguras |
17.7 |
|
España
(Universidad de Sevilla) |
Factores
vinculados a conductas sexuales responsables |
|
|
Sudáfrica
(403 estudiantes) |
Sexualmente activos con
conocimiento de anticonceptivos |
65.8 |
|
Etiopia
(Universidad de Ambo, 400 estudiantes) |
Sexualmente
activos |
29 |
|
|
Embarazo no deseado |
18 |
|
|
Aborto |
14 |
|
|
Relaciones sexuales |
53 |
|
Etiopia
(Universidad de Ambo, 400 estudiantes) |
Contraído
enfermedades de infección sexual |
22.8 |
|
|
Embarazo no deseado |
5 |
|
|
Aborto |
2.5 |
|
América
Latina |
En sus relaciones sexuales usan
condón |
56 |
|
|
Casi
siempre usan condón |
22.3 |
|
|
Han tenido un embarazo |
11 |
|
|
Aborto |
30 |
|
Mujeres |
Están vacunadas contra Virus
Papiloma Humano |
44 |
|
|
No se
hacen citología |
52.5 |
|
Violencia
de género |
No han sido afectados en sus
relaciones |
7.4 |
|
|
Afectación
psicológica |
37 |
|
|
Sufren abuso sexual |
26 |
|
|
Sufren
abuso físico |
22 |
Note. Source: Prepared by the author with
information from Chen, 2023, Santos, 2022, Zhang, 2022, Du, 2021, and Yared,
2017.
As shown in Table 1, Some Statistics on Sexual and
Reproductive Health, most university students are aware of contraceptive
methods (condoms, pills), but do not always use them consistently. In Beijing,
65.8% of sexually active students had a high level of knowledge about
contraception and HIV, but also used them inconsistently. In Seville, factors
that promote safe sexual practices were identified: good communication between
partners, negotiation skills, and a positive attitude toward condoms. Risky behavior—such
as casual sex, alcohol and drug use, or unprotected sex—is linked to a higher
incidence of STIs, pregnancies, and sexual violence. In Turkey, a study found
that 17.7% of students had become sexually active, but there was low
confidentiality and institutional support for safe practices. A cross-sectional
study in university studies specifies that having sex with inconsistent condom
use and multiple sexual partners were factors associated with STI/HIV risk. In
Spain, a study with university students at the University of Seville identified
factors linked to responsible sexual behavior, contraceptive use, and STI
prevention. In South Africa, at the University of Cape Town in the postgraduate
area, 403 students were surveyed and the results were as follows: 65.8% were
sexually active with a high level of knowledge about contraceptive methods and
sexually transmitted infections and low consistent condom use in the sample. In
Ethiopia, at Ambo University, 400 students were surveyed , and the results were
as follows: 29% of students were sexually active, 18% had had an unwanted
pregnancy, and 14% had had an abortion. 53% of university students had had
sexual relations, knowledge of sexually transmitted infections ranged from 98%,
22.8% reported having had a sexually transmitted infection in the last year, 5%
faced an unwanted pregnancy, and 2.5% resorted to abortion as a solution. In
Latin America, male and female university students were surveyed, and the
results are as follows: 56% always use condoms during sexual intercourse, 22.3%
almost always use condoms, 11% of those who became sexually active have had a
pregnancy, and 30% ended up having an abortion.
Specifically for women, the results are as follows:
44% are vaccinated against the Human Papilloma Virus, and 52.5% have not had a
Pap smear. In terms of gender-based violence, 7.4% have been affected in their
sexual relationships, 37% have psychological effects, 26% suffer from sexual
abuse, and 22% suffer from physical abuse.
Mental health
The university stage coincides with a high
vulnerability to mental health problems: stress, anxiety, depression, insomnia,
and suicidal ideation. Academic pressure, life changes, economic
precariousness, and, on occasion, social isolation intensify these risks.
Various studies indicate that, although many university students have basic
information about sexual and reproductive health, there are significant
deficiencies in its practical application. For example, research conducted in
Colombia found that, despite having prior knowledge about contraceptive methods
and sexually transmitted diseases (STDs), students did not always adopt safe
behaviors, such as consistent condom use. Implementing participatory
educational strategies adapted to the university context has proven effective
in improving students' sexual and reproductive health. Sexual and reproductive
health in university students involves acquiring knowledge and adopting safe
practices, having an adequate perception of risk, and accessing support services.
It is essential that educational institutions implement comprehensive programs
that address these aspects to promote the well-being of their students (Cuadra,
2022, Rodríguez, 2013).
Table 2. Some statistics on mental health among university
students
|
ESTUDIO |
DEPRESIÓN % |
ANSIEDAD % |
TRASTORNOS DEL SUEÑO % |
ESTRÉS % |
|
Li
(2022), 64 estudios con 100,187 universitarios |
33.6 |
39 |
|
|
|
África
(estudiantes de medicina) |
40.1 |
47.1 |
|
|
|
Laspidou (2021),
89 estudios con 1´441,828 universitarios |
34 |
32 |
33 |
|
|
En China,
Lin (2025), 32 estudios con 93,679 universitarios |
|
|
|
|
|
Pre-pandemia |
35 |
|
|
|
|
Pandemia |
38.7 |
|
|
|
|
Bangladesh |
69.5 |
61 |
|
|
|
9 países |
40.3 |
30 |
|
61.3 |
|
España
60,000 universitarios |
50 |
50 |
25 |
|
|
México,
169 universitarios de Medicina |
45 |
58 |
|
38 |
|
En
Zacatecas, México 381 universitarios en tiempo de pandemia |
78.9 |
78.9 |
50 |
68.4 |
|
En
Mérida, México en la Universidad Autónoma de Yucatán, 770 universitarios |
16 |
25 |
|
|
|
Hong Kong
durante pandemia |
|
52 |
|
|
|
Italia
7,432 universitarios |
48.9 |
36 |
|
92.7 |
|
EEUU |
22 |
|
36 |
|
Note. Source. - Own elaboration with information
from Lin, 2025, Li, 2022, Laspidou, 2021, Torres, 2021, Wathelet, 2020
Table 2, Some statistics on mental health among
university students, shows the following: A study by Li (2022) conducted a
meta-analysis of 64 studies and 100,187 university students, and the results
are as follows: 33.6% prevalence of depressive symptoms, 39% prevalence of
anxiety, in Africa among medical students there is a 40.1% prevalence of
depression and 47.1% prevalence of anxiety. Experts such as Laspidou (2021)
examined 89 studies involving 1,441,828 students, with the following results:
34% suffer from depression, 32% show anxiety, and 33% have sleep disorders.
These figures are higher than those observed before the pandemic in comparable
populations. In China, a study by Lin (2025) analyzed 32 studies involving
93,679 university students, with the following results: before the pandemic,
35% of students had depression; during the pandemic, there was an increase to
38.7%. In Bangladesh, 69.5% of students experience moderate to severe
depression and 61% experience moderate to severe anxiety. A study in nine
countries shows the following results: high stress in 61.3%, depression in
40.3%, and anxiety in 30%. In some countries, depression and anxiety rates
varied widely. In Spain, a study of 60,000 university students in the 2023-2024
academic year showed the following results: 50% of students have symptoms of
depression and anxiety, and 25% suffer from insomnia. In Mexico, a 2024 study
of 169 medical students presented the following results: 45% feel depressed,
58% feel anxious, and 38% feel stressed. In Zacatecas, a study conducted on 381
students in 2021 during the pandemic yielded the following results: 78.9%
experienced anxiety and depression, 68.4% experienced insomnia, and 50%
experienced stress.
A longitudinal study in Mérida at the Autonomous
University of Yucatán was conducted on 770 university students, and the results
were as follows: 16% of students presented with depression, and 25% with
anxiety. In Hong Kong during the pandemic, the following results were obtained:
52% presented with anxiety. In Italy, a systematic review of 7,432 university
students from different universities yielded the following results: 92.7%
experienced psychological stress, 48.9% experienced depression, and 36% experienced
anxiety. In the US, a study of disorders was conducted, and the results are as
follows: 22% experienced depression and 36% experienced sleep disorders.
Gender equity
Gender equity in universities refers to equal
opportunities, conditions, rights, and treatment between women, men, and people
of diverse gender identities within the university environment. It does not
mean treating everyone exactly the same, but rather recognizing and correcting
the structural inequalities that have historically affected women and other
marginalized groups the most.
Gender equality is important because it enables: 1)
social justice, as a space that promotes inclusion and justice for all people,
regardless of gender; 2) academic and professional development, because when
there is equality, the potential of all people is harnessed, which improves the
quality of research, teaching, and innovation; and 3) the fulfillment of human
rights, as equity is part of international human rights commitments, such as
the UN's 2030 Agenda, Goal 5: Gender Equality, which states: “Achieve gender
equality and empower all women and girls.”
This goal recognizes that gender equality is a human
right and a necessary foundation for a peaceful, prosperous, and sustainable
world.
Table 3. Some statistics on gender equity in universities
|
ESTUDIOS |
RESULTADOS |
HOMBRES % |
MUJERES % |
|
América
Latina y el Caribe |
Informe
UNESCO-IESALC |
|
|
|
|
Graduados de pregrado |
47 |
53 |
|
|
Graduados
en Doctorado |
56 |
44 |
|
|
Estudios de Ingeniería |
|
25 |
|
En el
STEM (Ciencia, Tecnología, Ingeniería y Matemáticas) |
|
65 |
35 |
|
Niveles
Académicos a nivel Global |
Rectoría |
82 |
18 |
|
Europa |
Rectoría |
85 |
15 |
|
España |
Cátedras académicas |
75 |
25 |
|
Chile |
Doctor@s |
64 |
36 |
|
|
Investigador@s |
66 |
34 |
|
|
Decan@s |
52 |
48 |
|
|
|
|
|
|
Reino
Unido |
Beyond Bias and Barriers |
|
|
|
|
Profesor@s
titulares en ciencias |
85 |
15 |
|
Gran
Bretaña |
24
Universidades del grupo Rusell |
|
|
|
|
Profesor@ titular |
|
8.5 años (+) |
|
|
Cátedra |
|
6.1 años
(+) |
|
EEUU |
Universidad Carolina del Norte Remuneración económica |
|
6 (-) |
|
|
Autoría
científica |
|
Auto
representadas por hombres |
Note. Source: Prepared by the author with
information from Barrera, 2025, Zhang, 2025, Imhoff, 2024, Ordorika, 2015
Table 3, Some statistics on gender equity in
universities, shows the following: In Latin America and the Caribbean, a
UNESCO-IESALC report reveals that women accounted for 53% of undergraduate and
master's graduates in 2014, but only 44% at the doctoral level, and less than
25% of students in engineering or ICT are women. In countries such as Spain,
female participation in mathematics, physics, computer science, and robotics
ranges from 16% to 25%. Although women dominate in numbers in higher education,
their representation in technical and research careers remains limited. In the
STEM (Science, Technology, Engineering, and Mathematics) field, only 35% of
university researchers are women. The gap widens at the higher levels of
academia. Only 18% of rectorships at Latin American public universities are
held by women, and in Europe that percentage is barely 15%. In Spain, only 25%
of university chairs are held by women. In Chile, female academics represent
only 36% of all PhDs and 34% of research staff. Furthermore, in management
positions at Chilean universities, the gap in deanships reaches up to 48%. In
the United Kingdom, the study “Beyond Bias and Barriers” concludes that less
than 15% of tenured professors in science are women, a significant loss at every
stage of the educational process. An analysis of 24 British universities in the
Russell Group found that women take an average of 8.5 years longer than men to
become full professors and another 6.1 years to become chair professors.
In the United States, research on the University of
North Carolina (UNC) system used causal inference methods and confirmed that,
after adjusting for discipline, years, and scientific output, female professors
earn on average 6% less than their male colleagues. With regard to productivity
expectations, a global study on scientific authorship showed that, although
women publish as much as men, they are underrepresented as lead authors (first
or last author), which influences academic evaluations.
Inclusion
Inclusion in higher education has become a priority
issue in educational research and public policy worldwide. Although
institutional discourse often highlights a commitment to equity, evidence shows
uneven progress, persistent structural barriers, and emerging challenges that
demand systematic and sustained attention. Inclusion in higher education has
evolved beyond the mere physical integration of historically excluded groups
(students with disabilities, ethnic or gender minorities, migrant students, or
those in vulnerable socioeconomic situations) to encompass the elimination of
barriers to access, retention, learning, and full participation in university
life. Studies have shown that, although access to university for students with
disabilities has increased, curricular, attitudinal, and organizational
barriers persist. Many higher education systems lack mechanisms to ensure
reasonable accommodations or universal design for learning (López, 2025;
Aguilar, 2023; Ferreira, 2019; Alcántara, 2008).
Inclusion in higher education means guaranteeing
equal opportunities and eliminating barriers for students from diverse
backgrounds and conditions—such as disability, ethnicity, gender, or
socioeconomic status—in order to promote their retention, academic success, and
full participation. It is a human right supported by instruments such as
Article 26 of the Universal Declaration of Human Rights and Sustainable
Development Goals 3, 5, and 10, which state: Goal 3: Ensure healthy lives and
promote well-being for all at all ages; Goal 5: Achieve gender equality and
empower all women and girls; Goal 10: Reduce inequality within and among
countries. It should be noted that these three goals are conditional, for
example: Health cannot be conceived without gender equality, there is no gender
equality without reducing structural inequalities, and, the issue that concerns
us, sustainable development cannot be achieved without guaranteeing the rights
of women with disabilities (Jaegler, 2022).
Table 4. Some statistics on university inclusion
|
ESTUDIO |
RESULTADOS |
% |
|
Colombia, 6 Universidades |
Discapacidad en mujeres |
53.5 |
|
|
Apoyo
universitario |
39 |
|
|
Apoyo del Estado |
30 |
|
|
Registro
de discapacidad |
35 |
|
EEUU, 50 principales universidades |
Programas financiados |
|
|
|
Bajas
puntuaciones en discapacidad |
Menos
del 72 |
|
En 2022 |
Profesorado era blanco, con baja
representación de minorías, brecha en admisión, liderazgo y representación
institucional |
65 |
|
Reino Unido, 407 universitarios |
Estudiantes
negros necesitan inclusión |
|
|
|
La mayoría rechaza el ceguismo
racial |
|
|
|
Cuerpo
académico es mayoritariamente blanco |
|
|
Movilidad Erasmus (2008-2013) |
Índice de inclusividad |
|
|
|
Universidad
de Oslo fueron inclusivos |
|
|
|
Universidades españolas mejoraron su
inclusión |
|
|
España, 201 profesores |
Diferencias
significativas para el acceso a infraestructura y adaptación curricular por
el género, edad y experiencia |
|
|
|
Disposición para la inclusión de algunos
docentes, identificando: falta de formación y apoyo institucional |
|
|
América Latina |
Acceso de
estudiantes indígenas y afrodescendientes |
|
|
|
Persisten desigualdades en índices de
graduación y representación docente |
|
Note: Source: Prepared by the author with
information from Carrillo-Sierra, 2025, Jones, 2025, Barrera, 2023, De
Benedictis, 2021, Valle-Flórez, 2021, Cerilli, 2015.
In Table 4, Some statistics on university inclusion,
the results are as follows: A study in Colombia of six universities found that
53.5% of students with disabilities are women; 39% receive university support
and 30% receive state support; however, only 35% are officially registered as
disabled. The perception of support varies according to the type of disability.
In the US, the top 50 universities with NIH-funded programs scored low on
disability inclusion (less than 72%), with no significant relationship to their
size, age, or ranking. In 2022, 65% of faculty were white, with very low
representation of minorities. This creates gaps not only in admission but also
in leadership and institutional representation.
An article with 407 students in the United Kingdom
revealed that, although most reject “racial blindness,” Black students perceive
a greater need for racial inclusion in their institution compared to other
ethnic groups. Furthermore, although enrollment is more diverse, the academic
body remains predominantly white. An analysis of Erasmus mobility (2008–2013)
calculated an inclusivity index to measure the extent to which universities
welcome students with disabilities. Although most were in line with the national
average, some cases, such as the University of Oslo, were highly inclusive;
others, such as several Spanish universities, improved their inclusion. A study
in Spain with 201 teacher training professors found significant differences in
access to infrastructure and curriculum adaptation based on gender, age, and
experience. Only some teachers show a high willingness to include, identifying
lack of training and institutional support as the main obstacles. In Latin
America, access for indigenous and Afro-descendant students has increased
thanks to affirmative action policies, but inequalities persist in graduation
rates and faculty representation.
Diversity
The issue of diversity in universities has
established itself as a field of research that seeks to understand and
transform the dynamics of exclusion, discrimination, and inequality in higher
education. Diversity is addressed in multiple dimensions: ethnic, cultural,
linguistic, gender, sexual orientation, disability, age, and socioeconomic
status. Commitment to diversity implies not only equitable access, but also
conditions for retention, academic success, and meaningful participation for
all groups. (Sánchez-García, 2022, García & Durán, 2020, Cornejo, 2019, De
Oliveira, 2018).
Thus, the presence, recognition, and appreciation of
differences among members of the university community, including students,
faculty, administrative staff, and administrators, are essential. These
differences may be related to: 1) Ethnic or racial origin, 2) Gender and gender
identity, 3) Sexual orientation, 4) Socioeconomic status, 5) Physical or
cognitive abilities, 6) Religion or beliefs, 7) Age, 8) Nationality or culture,
9) Ways of thinking and learning.
The importance of diversity in universities allows
for the following points to be fulfilled:
Promotes equity and inclusion: Ensures that all
students have equal opportunities for access, participation, and academic
success, without discrimination.
Enriches learning: Interaction with people from
diverse backgrounds improves critical thinking, empathy, and preparation for a
globalized world.
Strengthens innovation and creativity: Diversity of
perspectives drives new ideas, approaches, and solutions to problems.
Promotes respect and coexistence: Creates spaces for
dialogue, intercultural understanding, and peaceful conflict resolution.
Table 5. Some statistics on diversity in universities
|
ESTUDIOS |
RESULTADOS |
% |
|
EEUU |
Estudiantes
blancos |
55 |
|
|
Estudiantes hispanos |
19 |
|
|
Estudiantes
afroamericanos |
10 |
|
|
Estudiantes asiáticos |
7 |
|
|
Profesores
afroamericanos |
6 |
|
|
Profesores hispanos |
5 |
|
Estudio
de 12,000 estudiantes LGBTQ+ |
Hostigamiento
frecuente |
23 |
|
|
Hostigamiento en estudiantes
heterosexuales |
11 |
|
Reino
Unido |
Estudiantes
de minorías étnicas |
25 |
|
|
Microagresiones y exclusión en
aulas |
|
|
|
Avance en
equidad de género es desigual |
|
|
UNESCO
(2022) |
Mujeres en las universidades a
nivel global |
54 |
|
UNESCO
(2019) |
826
lenguas indígenas |
|
|
|
La oferta bilingüe e
intercultural es limitada |
|
|
|
Investigadoras |
28 |
|
América
Latina |
Mujeres rectoras |
20 |
|
|
Estudiantes
LGBTQ+ experimentan: discriminación y abandono escolar |
|
|
|
La diversidad cultural y
lingüística es un desafío clave |
|
|
México,
11 universidades interculturales |
Matrícula
nacional |
1 |
|
|
Barreras para el acceso a
estudiantes con discapacidad |
|
|
España,
201 docentes |
Baja
accesibilidad curricular |
62 |
|
|
Las diferencias son por género y
experiencia docente |
|
|
Colombia,
6 universidades |
Estudiantes
con discapacidad registrados formalmente |
35 |
|
|
Dificultad en apoyos |
|
Note. Source: Prepared by the author with
information from González-Ramírez, 2021, Ogunyemi, 2021, Rankin, 2019
Table 5, Some statistics on diversity in
universities, presents the following information: In the United States, data
from the National Center for Education Statistics (NCES) (2022) show that: 55%
of university students are white, 19% Hispanic, 10% African American, and 7%
Asian.
Only 6% of university professors are African
American and 5% are Hispanic, despite the growth in enrollment. In a study with
N = 12,000 students, 23% of LGBTQ+ students reported frequent harassment,
compared to 11% of their heterosexual peers. In the United Kingdom, it was
found that although 25% of university students identify as part of ethnic
minorities, many report microaggressions and subtle exclusion in the classroom.
Progress in gender equity in universities is uneven. According to UNESCO
(2022): Women represent 54% of university students globally. Only 28% of
researchers are women. According to UNESCO data (2019), more than 826
indigenous languages are spoken in the region, but bilingual or intercultural
university offerings remain limited. In Latin America, women hold less than 20%
of university rector positions. In addition, research shows that LGBTQ+
students experience higher rates of discrimination and school dropout. Cultural
and linguistic diversity is a key challenge. Mexico has 11 intercultural
universities, which serve less than 1% of the national enrollment. Access to
universities for students with disabilities has increased, but barriers remain.
In Spain, a study of 201 teachers found that 62% considered their university to
have low or very low levels of curricular accessibility. Furthermore,
differences in perception were associated with gender and teaching experience.
In Colombia, an assessment of six universities found that only 35% of students
with disabilities were formally registered, making it difficult to allocate
support.
Materials and methods
This study is classified as descriptive research,
as its objective is to characterize and detail the properties, characteristics,
and profiles of a specific phenomenon without manipulating variables. This type
of research provides an accurate view of the current situation of the object of
study. A quantitative approach was adopted, which is based on the collection
and analysis of numerical data to establish patterns and test the hypothesis.
This research seeks to measure variables and analyze relationships between them
objectively. It is based on the application of a standardized instrument
(questionnaire) and the numerical analysis of the data collected. The research
design is non-experimental and cross-sectional. It is a non-experimental
design, the variables are not deliberately manipulated, but are observed as
they occur in their natural context. The cross-sectional design involves
collecting data at a single point in time, which allows for analysis of the current
situation of the phenomenon under study. The technique used is a survey using a
structured questionnaire with 17 items on a 5-point Likert scale, applied to 98
participants in three faculties of the Autonomous University of Tlaxcala: the
Faculty of Agrobiology (Ixtacuixtla campus), the Faculty of Economic and
Administrative Sciences, and the Multidisciplinary Academic Unit (Teacalco
campus). A non-probabilistic convenience sample was used, selecting those who
were available to respond during the study period. The questionnaire was
developed following technical design criteria with a clear definition of
variables and objectives. The selection of items is closed, coded for
quantitative analysis, and content validation was performed through expert
judgment and a pilot pre-test. The Likert scale allows for the measurement of
participants' perceptions. A pilot study was conducted (approximately 10% of
the sample, i.e., 10 pilot responses), and Cronbach's alpha was calculated,
determining a value of .80, indicating adequate internal consistency. The
quantitative data were tabulated and analyzed with statistical software in
Excel using descriptive statistics. The scope of this research is correlational,
examining the relationship or degree of association between two or more
variables without deliberately manipulating them. This research does not
establish causal relationships but identifies a significant correlation between
the observed phenomena. To this end, Pearson's correlation statistic was used
as a technique to examine the relationship between dependent and independent
variables, with the aim of explaining or predicting the behavior of the
dependent variables. Thus, multiple linear correlation was applied to the
variables of sexual health, mental health, gender equality, inclusion,
diversity, and the impact of each of these on academic training. The value of
this statistic ranges from -1 to +1, indicating the degree of association
between the variables. The closer it is to 1, the more perfect the correlation;
-1 indicates a perfect negative correlation, and 0 indicates the absence of
linear correlation. (LATAM, 2024, Otzen, 2017, Hernández-Sampieri, 2014,
Bonilla, 1997)
The lack of comprehensive sex education in
universities exposes students to unplanned pregnancies, sexually transmitted
infections, and uninformed relationships. This lack also contributes to the
reproduction of stigmas and taboos, especially towards LGBTIQ+ people and women
with intellectual disabilities, who face greater barriers to accessing adequate
information about consent and healthy relationships. The deterioration of
mental health among university students has intensified, especially in the wake
of the pandemic. However, many educational institutions lack adequate
psychological support services. In addition, faculty often feel ill-equipped to
address these issues, despite recognizing their importance. Student
initiatives, such as the podcast “Magobio” in Spain, have emerged to raise
awareness and destigmatize mental disorders, highlighting the need for safe
spaces and institutional resources. Although women represent a significant
proportion of the student body, their presence decreases significantly in
high-level academic positions, such as professorships and rectorships. This
inequality is exacerbated by the lack of effective institutional policies and
the persistence of gender stereotypes in curricula. Students belonging to
LGBTIQ+ communities and people with disabilities face discrimination and
exclusion in university settings. The lack of training for teaching and
administrative staff on issues of sexual and functional diversity perpetuates
hostile environments and limits equitable access to education. The absence of a
gender and diversity perspective in curriculum content reflects institutional
resistance to change. This is evident in the lack of compulsory courses
addressing these issues and the limited implementation of inclusive policies,
which perpetuates the invisibility of key issues such as sexual violence and
discrimination. The omission of these issues in university education not only
affects the comprehensive development of the student community, but also
perpetuates inequalities and vulnerabilities. It is imperative that higher
education institutions mainstream sexual health, mental health, gender equity,
inclusion, and diversity into their policies, programs, and curricula to foster
more just, safe, and equitable educational environments (Bochicchio, 2025,
Loverno, 2025, Eleuteri, 2024, Bekman, 2023, Marquez, 2023).
The Autonomous University of Tlaxcala (UATx) was
founded in 1976 as a result of a joint effort between the government of the
state of Tlaxcala and the National Autonomous University of Mexico (UNAM) to
expand higher education coverage in the south-central region of Mexico. Its
creation responded to the need to meet the growing demand for professional
training, scientific development, and cultural promotion in an entity
historically marginalized from the country's major educational centers (UATx,
n.d., Morales, 2018).
From its inception, the UATx adopted a humanistic
and supportive educational model, with an emphasis on university social
responsibility, inclusion, and sustainable regional development. Over more than
four decades, it has established itself as the leading institution of higher
education in the state, offering nationally and internationally recognized
undergraduate and graduate programs and promoting research and social outreach
projects aimed at improving the quality of life of the population of Tlaxcala.
Table 6. The Autonomous University of Tlaxcala
|
|
|
|
MISIÓN |
Formar talento humano con altos valores,
generando ciencia, tecnología y humanidades para el desarrollo local,
nacional e internacional. |
|
VISIÓN |
Ser impulsora de transformación social, con
reconocimiento internacional, basándose en inclusión, innovación y respeto a
los derechos humanos. |
|
VALORES |
Dignidad, igualdad, libertad, inclusión,
democracia, solidaridad, responsabilidad social, autorrealización, justicia
social, coexistencia y honestidad. |
In a constantly changing world, higher education
institutions have a responsibility to prepare their communities to respond to
labor demands, build meaningful lives, and contribute to social well-being. In
a context marked by global challenges such as climate change, social
inequality, and technological transformation, higher education institutions
play a crucial role in training leaders who are competent in their specialized
areas and committed to building a more just and sustainable world. Higher education
institutions are privileged spaces for self-realization, as they offer a
diverse and stimulating environment where students can grow in multiple
dimensions. Thus, institutions seek to offer pedagogical conditions that allow
university students to develop fully at the university, as these spaces propose
inclusive support strategies and reasonable adjustments to achieve both
personal and professional goals, thereby highlighting the importance of higher
education institutions.
Therefore, self-actualization is linked to the
ability to manage stress, as methods are identified to strengthen learning
processes and emotional connections, which provide stability to university
students. In addition to knowledge, higher education institutions should focus
on the development of social-emotional skills, such as resilience, empathy, and
effective communication. These skills are essential for facing the challenges
of the future, where the ability to adapt to change and collaborate with others
is more important than ever (Boychuck, 2021, Gevorgyan, 2021).
The mission of the Self-Realization Secretariat of
the Autonomous University of Tlaxcala is to contribute in a cross-cutting and
coordinated manner to the professional and comprehensive training of highly
competitive men and women who have an impact on the social, cultural, economic,
ecological, scientific, and human development of the state, the region, and the
country.
By 2027, the Secretariat for Self-Realization will
be recognized by the university community, its graduates, and the society of
Tlaxcala, the region, and the country as the Secretariat that articulates the
substantive functions of teaching, research, Dissemination and Extension of
Culture, and contributes to the comprehensive training of university students,
emphasizing institutional values and guiding them to serve the most vulnerable
and society in general in order to solve their problems.
Therefore, for the Autonomous University of
Tlaxcala, the greatest challenge is to offer society, and in particular the
most vulnerable people, services that allow them a better quality of life:
medical, dental, psychological, therapeutic, and legal, to mention just a few
of the 46 educational programs offered at this institution of higher learning.
Table 7. Objective, strategy, action, and goal aligned with the PIMA
|
OBJETIVO |
ESTRATEGIA |
ACCION |
METAS |
ACTIVIDADES |
|
7.Incrementar
las actividades deportivas, artísticas y de promoción socio-laboral con el
Modelo Humanista Integrador basado en Capacidades para incidir en la
Autorrealización de los universitarios. |
7.1
Fomentar las jornadas culturales, artísticas y deportivas como parte de la
formación integral de los estudiantes. |
7.2.1
Realizar actividades culturales gratuitas para la comunidad universitaria y
el público general. |
Meta 15 Visitar
el 100% de las Facultades y Unidades Académicas Multidisciplinarias con
presentaciones de los grupos artísticos de la UATx |
Bienvenida
Universitaria Martes
Cultural Circuito
de exhibición de cine documental Ambulante Obras de
teatro Jornadas
de Salud* |
Accelerated 2022-2026
*Health Days in the spring 2025 period
Table 7, Objective, strategy, action, and goal
aligned with the Institutional Plan for Accelerated Improvement, shows one of
the objectives addressed by the Secretariat for Self-Realization.
Results
98 questionnaires were administered to students from
three faculties at the Autonomous University of Tlaxcala: the Faculty of
Agrobiology (Ixtacuixtla campus), the Faculty of
Economic and Administrative Sciences, and the Multidisciplinary Academic Unit (Teacalco campus). The data obtained was coded and processed
for analysis in Excel using Pearson's correlation coefficient, and the results
are as follows:
Table 8. Pearson's correlation
|
|
SS |
SS F |
SM |
SM F |
EG |
EG F |
I |
I F |
D |
D F |
|
|
|
|
|
|
|
|
|
|
|
|
|
SALUD SEXUAL
(SS) |
1 |
|
|
|
|
|
|
|
|
|
|
SALUD SEXUAL
F(SS F) |
0.7128 |
1 |
|
|
|
|
|
|
|
|
|
SALUD MENTAL
(SM) |
0.7426 |
0.6990 |
1 |
|
|
|
|
|
|
|
|
SALUD MENTAL
F (SM F) |
0.6774 |
0.8282 |
0.6088 |
1 |
|
|
|
|
|
|
|
EQUIDAD
GENERO (EG) |
0.8226 |
0.7752 |
0.8566* |
0.6939 |
1 |
|
|
|
|
|
|
EQUIDAD
GENERO F (EG F) |
0.5921 |
0.6877 |
0.5596 |
0.7242 |
0.6871 |
1 |
|
|
|
|
|
INCLUSIÓN (I) |
0.8305* |
0.7588 |
0.8492 |
0.6710 |
0.9336* |
0.6736 |
1 |
|
|
|
|
INCLUSIÓN F
(I F) |
0.6537 |
0.7223 |
0.5812 |
0.8511 |
0.6981 |
0.8953 |
0.7210 |
1 |
|
|
|
DIVERSIDAD
(D) |
0.8238 |
0.6975 |
0.8259 |
0.6107 |
0.9080* |
0.6181 |
0.9586* |
0.6620 |
1 |
|
|
DIVERSIDAD F
(D F) |
0.5787 |
0.7034 |
0.5834 |
0.6835 |
0.6910 |
0.8618 |
0.6785 |
0.8030 |
0.6046 |
1 |
Note. Source. - Prepared by the author with
information from the Excel Data Analysis statistical run. *Very high
correlations.
In Table 8 Pearson Correlations, we observe that all
values are between ~0.55 and ~0.96. Values close to +1 represent a perfect
positive high correlation. Values >0.7 are usually interpreted as high
correlation. For example: Gender Equity (GE) and Inclusion (I) have a degree of
association of 0.9336, and Inclusion and Diversity have a degree of association
of 0.9586, reflecting a very high correlation.
Note. Source. - Own elaboration with information
from Excel Data Analysis
In Graph 1, Inclusion and Diversity, we can verify
the points of Inclusion and Diversity and thus verify the degree of association
of these variables, in addition to the Inclusion forecast, with a correlation
of 0.9586.
Graph 2. Gender Equity and Inclusion
In Graph 2, Gender Equity and Inclusion, we can
verify the points for Gender Equity and Inclusion and verify the degree of
association between these variables, in addition to the forecast for Gender
Equity, with a correlation of 0.9336.
Graph 3. Diversity and Gender Equity
Note. Source. - Own elaboration with information
from Excel Data Analysis.
In Graph 3, Diversity and Gender Equity, we can
verify the points of Diversity and Gender Equity and thus verify the degree of
association of these variables, in addition to the Gender Equity forecast, with
a correlation of 0.9080.
Graph 4. Mental Health and Gender Equality
Note. Source. - Prepared by the author with
information from Excel Data Analysis.
In Graph 4, Mental Health and Gender Equality, we
can verify the points for Mental Health and Gender Equality and thus verify the
degree of association between these variables, in addition to the prognosis for
Sexual Health, with a correlation of 0.8566.
Note. Source. - Prepared by the author with
information from Excel Data Analysis.
In Graph 5, Sexual health and inclusion, we can
verify the points for sexual health and inclusion and thus verify the degree of
association between these variables, in addition to the prognosis for sexual
health, with a correlation of 0.8305.
The above determines the following: Pearson's
correlation matrix was calculated between the dimensions of sexual health,
mental health, gender equity, inclusion, diversity, and their components
associated with academic training. The results showed moderate to high
correlations (r = 0.55 to 0.96), indicating that academic training has a
positive association with these dimensions, as we can see in the corresponding
graphs. The highest correlations were observed between Inclusion and Diversity
(r = 0.96) and between Gender Equality and Inclusion (r = 0.93), evidencing a
strong interrelationship between these dimensions.
Therefore, the null hypothesis specifying that H0:
Sexual health, mental health, gender equality, inclusion, and diversity are not
highly associated with academic training in university students is rejected,
and the research hypothesis Hi: Sexual health, mental health, gender equality,
inclusion, and diversity are highly associated with academic training in
university students is accepted.
The objective of this research was to correlate
sexual health, mental health, gender equality, inclusion, and diversity in the
academic training of university students and thus identify the degree of
association in the impact on the academic training of university students,
complying with and verifying the behavior of the variables in the contrasting
hypothesis. The results obtained from Pearson's correlation matrix indicate the
existence of moderate to high positive associations between the variables analyzed.
The research question was answered: Is there a degree of association
between sexual health, mental health, gender equality, inclusion, and
diversity, thus generating an impact on the academic training of university
students? The methodology used allowed us to answer the problem statement and
the research question.
Regarding the testing of the null hypothesis, which is: Sexual health,
mental health, gender equality, inclusion, and diversity are not associated
with the academic education of university students. It can be specified that,
in particular, correlation coefficients ranging from approximately 0.55 to 0.96
were found when relating the dimensions linked to academic training with sexual
health, mental health, gender equality, inclusion, and diversity. These
associations suggest that higher levels or quality of academic training
(according to the measurement used) are also associated with higher scores in
attitudes or perceptions related to sexual health and mental health, gender
equality, inclusion, and diversity among university students. Likewise,
particularly high correlations are noted between inclusion and diversity (r ≈
0.96) and between gender equality and inclusion (r ≈ 0.93), evidencing a close
interrelationship between these dimensions in the population studied. Taken
together, the findings allow us to reject the null hypothesis of no association
between academic training and the dimensions evaluated, supporting the research
hypothesis that posited the existence of a degree of association between them.
These results underscore the importance of considering academic training as a
factor related to the development of attitudes and knowledge linked to sexual
and mental health, as well as values of equity, inclusion, and diversity in the
university setting.
The following is therefore recommended for the variables studied: Sexual
health is key for students to make informed and responsible decisions about
their bodies and relationships. Promote comprehensive sex education that
reduces risks such as unplanned pregnancies, sexually transmitted infections,
and gender-based violence. It also strengthens respect for sexual diversity and
reproductive rights. Mental health, for its part, is a pillar of academic
performance and emotional stability. University life can generate high levels
of stress, anxiety, and depression. Providing psychological support and
fostering a culture of emotional care improves quality of life, prevents school
dropouts, and enhances personal development. Gender equity ensures that all
people have the same opportunities and rights, regardless of their gender
identity or expression. Addressing structural inequalities in universities
helps to eradicate discriminatory practices, harassment, and gender-based
violence. Inclusion involves removing barriers that prevent the full
participation of students with disabilities, from indigenous communities,
migrants, or those in vulnerable situations. Promoting inclusion strengthens
the sense of belonging and enriches the educational environment with diverse
perspectives. Diversity allows for the recognition and respect of cultural,
ethnic, religious, sexual, and ideological differences, broadening the horizons
of coexistence and learning. Thus, diversity promotes tolerance, critical
thinking, and innovation. Together, these promote a more just institution of
higher education that is committed to the comprehensive development of its
student community, thereby creating a more equitable and resilient society.
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Doctora en ciencias administrativas, Universidad Autónoma de Tlaxcala
https://orcid.org/0000-0002-4895-8424