Realities of Women in Education: A Literature Review on Gender-Based Violence in the Colombian Educational Context

Abstract

This literature review explores and analyzes existing research on addressing gender-based violence against women within the Colombian education system. It draws upon doctoral studies covering levels from early childhood education through upper secondary education, focusing on gender studies—specifically regarding approaches to, the scope of, and limitations surrounding violence against women, as well as actions taken under public policy. The review finds that, while significant progress has been made in recent decades toward ensuring girls and adolescent females fully exercise their rights—as proclaimed in Articles 1 and 2 of the Universal Declaration of Human Rights (UDHR) and aligned with Sustainable Development Goals 4, 5, and 10—public policies integrating a gender perspective into education still fall short in implementation. Stereotypes regarding gender roles continue to shape the lives of girls and adolescents, dictating expectations for their behavior, activities, and academic progress, as well as influencing how they are treated by peers and teachers. It is therefore imperative to move toward transformative actions involving the family—as the primary site of learning—and all members of the educational community, including administrators and teachers. The gender approach must shift from mere activities designed to demonstrate compliance to joint, sustained, and impactful initiatives that both prevent violence against girls and adolescents and foster education grounded in equality and equity.