Gender identity as a mediator of educational inclusion in Latin American universities

Introduction: gender identity is related to university educational inclusion. The main objectives of this article are: to characterize the studied sample socio-demographically, focusing on the variable gender identity and to establish the relationship between this and the variable educational inclusion.Methods: the study adheres to the positivist research paradigm, the quantitative approach and the type of analytical research. The technique used was the survey and the instrument, a questionnaire in the Likert scale modality, composed of eight items, which was validated through a Cronbach alpha reliability analysis.Results: the instrument was applied to a population of 352 students from seven universities belonging to four Latin American countries. The results indicate the relationship of the variable gender identity with sociodemographic data of the population studied and with aspects of educational inclusion selected for the study.Conclusions: the mediation of university educational inclusion by gender identity presents an unfavorable situation, particularly with regard to inter-student relations, spaces of interculturality, treatment of ethnicity, territory of residence, presence of disability/functional disability