Evaluation of an Educational Intervention for Integrating a Gender Perspective into Organizational Psychology Practice

Abstract

Evaluation of an Educational Intervention for Integrating a Gender Perspective into Organizational Psychology Practice

Introduction: Professional practice is an essential component of the training of organizational psychology students, as it enables them to apply theoretical knowledge in real-world workplace settings and fosters competencies in talent management, employee well-being, and organizational development. In addition to strengthening technical skills, professional practice offers an opportunity to promote ethical and social values that address the contemporary challenges organizations face. In this context, mainstreaming a gender perspective becomes particularly relevant, as organizations continue to face challenges such as unequal opportunities, discrimination, occupational segregation, and different forms of gender-based violence. Incorporating this perspective during practical training allows students to develop a critical understanding of how gender relations influence organizational processes and workplace experiences. Therefore, integrating a gender perspective into professional practice settings is a fundamental strategy for training organizational psychologists committed to social justice, inclusion, and workers' well-being.

Objective: To design and implement, over the course of one academic semester, an educational intervention within a practicum program at a public university based in a tertiary-level hospital in Mexico City.

Method: An interventional, longitudinal, and analytical study was conducted using a convenience sample of 14 undergraduate psychology students enrolled in a practicum program at a public university based in a tertiary-level hospital in Mexico City. To evaluate changes, a specific rubric was used to assess performance in professional practice from a gender perspective (scores ranged from 0 to 5, with higher scores indicating better application of the gender perspective). Both the rubric and the intervention were designed by a panel of five experts in gender studies and organizational psychology using the Delphi methodology and were implemented throughout one academic semester. The program included integrating gender-related content into Strategic Talent Management (recruitment, selection, and hiring), workplace climate improvement, occupational safety and health training, and the legal framework governing labor relations. Pre- and post-intervention changes were analyzed using the Mann–Whitney U test.

Results: Statistically significant differences (p < .01) were found between pre- and post-intervention assessments, with higher post-intervention scores (M = 4) compared to baseline (M = 1).

Conclusions: The educational intervention was effective in strengthening the integration of a gender perspective into the professional practice of organizational psychology students. The findings suggest that structured and contextualized training promotes the development of competencies aimed at inclusion, equity, and the transformation of workplace environments.