Las maestras de educación básica en Tlaxcala, México: su trayectoria frente a las desigualdades de género

From theoretical and methodological approaches, female professional development in education is one of the many reflections of social inequality which leads to reflect on female schoolteachers’ professional and personal experience from a gender view. The objective of this article is to analyze female schoolteachers career paths in Tlaxcala, in an inequality framework. To achieve this, an instrument with four dimensions was designed: sociodemographic data, initial and continuing education, labor mobility, and gender violence. Results identify, in the professional field, lower labor mobility due to their academic and continuing training. In the personal field, they are affected by aspects such as marriage, maternity, patriarchal culture, and gender violence victimization.