Abstract: INTRODUCTION. Responsibility-sharing in caregiving and domestic labour remains a critical concern in advancing gender equity. This study investigates Spanish university students’ perceptions of the distribution of household tasks and caregiving responsibilities, along with their evaluations of the fairness of this distribution. The primary aim is to explore how perceptions of fairness vary according to factors such as gender, age, exposure to gender equality education, parental employment status, family educational background, and place of residence. METHODOLOGY. The sample comprises university students from various academic disciplines across Spain (N = 1,287). Data were gathered using a structured questionnaire featuring Likert-type items, validated via the Delphi method and exhibiting high internal consistency (α = .966). Initially, descriptive statistical analyses were performed, calculating percentage distributions for responses across the entire student sample, both at the item level and within the broader categories under investigation. This provided a preliminary overview of the prevailing trends in perceptions and behaviors. Subsequently, multi-group analyses were conducted employing a range of statistical techniques to identify demographic variables that exhibited significant differences between subgroups, as well as those where differences were not statistically significant. RESULTS. Findings indicate enduring gender asymmetries in perceived responsibility-sharing: 84% of respondents believe that mothers predominantly manage household chores, while 96.5% report that mothers bear the primary responsibility for childcare. Significant differences emerged based on gender, age, and gender equality education, with male participants perceiving a more equitable distribution than female participants report. DISCUSSION. The study concludes that, despite increased awareness of gender equity, traditional patterns in the allocation of domestic and caregiving responsibilities persist. The findings underscore the ...
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