Gender differences in the perceptions of the educational process of undergraduate student teachers

Over the last years, relevant studies have been carried out on the gender gap in STEM degrees, where the gender distribution is unfavorable towards women, with consequences for their academic commitment and performance. This paper aims to identify gender differences in the perception of the teaching-learning-evaluation process in a feminized higher education context. Differences are found in favor of women in these contexts, where they have a higher performance in elements related to the understanding of the educational process and a more empathetic perception of educational inclusion.