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Mateus, S., Santa-Marta, D., Saleiro, Sandra Palma & Seabra, T. (2023). Gender in the context of residential care: perspectives, experiences and implications for the training of professionals. INTED2023 - 17th annual International Conference of Education, Research and Innovation.

S. C. Gomes et al.,  "Gender in the context of residential care: perspectives, experiences and implications for the training of professionals", in INTED2023 - 17th annual Int. Conf. of Education, Research and Innovation, Valencia, 2023

@misc{gomes2023_1731459559150,
	author = "Mateus, S. and Santa-Marta, D. and Saleiro, Sandra Palma and Seabra, T.",
	title = "Gender in the context of residential care: perspectives, experiences and implications for the training of professionals",
	year = "2023",
	doi = "10.21125/inted.2023.2355",
	howpublished = "Digital",
	url = "https://library.iated.org/view/MATEUS2023GEN"
}

TY  - CPAPER
TI  - Gender in the context of residential care: perspectives, experiences and implications for the training of professionals
T2  - INTED2023 - 17th annual International Conference of Education, Research and Innovation
AU  - Mateus, S.
AU  - Santa-Marta, D.
AU  - Saleiro, Sandra Palma
AU  - Seabra, T.
PY  - 2023
DO  - 10.21125/inted.2023.2355
CY  - Valencia
UR  - https://library.iated.org/view/MATEUS2023GEN
AB  - This presentation stems from the European Erasmus+ project, Space4Us, which aims to promote the autonomy and social integration of young girls in vulnerable situations, through the development of a research, a set of tools and training content, targeted at professionals working with young people. Under this project, which has partner organizations in Portugal, Spain, Italy, Croatia, Poland and Lithuania, a qualitative study is being developed on the risk and vulnerability in the life paths of young girls in foster care.
A gender and intersectional perspective, oriented towards social transformation, frames this research, whose objectives include: a) characterize the young participants, highlighting their experiences, fragilities and resources; b) identify the main predictors of vulnerability and exclusion through the analysis of experiences, values and attitudes; c) identify and examine discrimination and stigma experienced by young women due to their gender, origin, background, health conditions or residential status, among others; d) examine gender and power relations in daily experiences in schools, care institutions and communities. The knowledge produced will then be incorporated in training courses aimed at professionals who integrate the social services and responses addressed to young people in vulnerable situations. The study uses participatory methodologies, allowing young women to be involved as partners in the activities, producing knowledge, helping to identify resources and barriers, and creating solutions. 
In this presentation, we will report on the first phase of the research, carried out between September and October 2022 in the six countries involved. With a total of 80 participants, three techniques were used: world café, focus group and poetry inquiry, in an attempt to answer the following questions: 1) what values and beliefs do young women associate with feminine identities? And how are femininities lived on a daily basis?; 2) what experiences, concerns, needs and expectations do they have?; 3) what types of opportunities and support systems do they identify? We will also discuss how the gender-related beliefs and attitudes of educators, social workers and other professionals may perpetuate practices that do not respond to the specific needs of girls, thus reinforcing gender stereotypes.
ER  -