Educational institutions from different academic grades should promote gender equality in their courses, in order to prevent or limit gender violence, as part of preventive actions to foment both physical and mental health in students. The aim of this work was to analyze the attitudes, expressions, and behaviors about gender violence along with nurse students’ formation. Method: Qualitative, phenomenological, informants were 25 students both genders from 18 - 26 years, students of nursing from a public university in Mexico State. They were enrolled at first to eight semesters; data collection was obtained from 4 focal groups of 6 - 7 students each, along with several sessions post revision of topics related to violence and equality, gender and gender peace culture up to reach data saturation, prior to signature of informed consent. Analysis of qualitative data was according to De Souza Minayo principles, based on similarities and differences. Results: Five categories emerged with 16 sub-categories. Category 1 Sexual discrimination learned at home: 1.1 Intolerance, 1.2 Rejection, 1.3 Homophobia. Category 2 Violence during engagement: 2.1 Social isolation, 2.2 Constant disqualifications, 2.3 Rude contact, 2.4 Tampering and threats. Category 3 Digital violence: 3.1 Cyberbullying, 3.2 Sexting, 3.3 Revenge porn. Category 4 Gender discrimination: 4.1 Sexual discrimination, 4.2 Psychological violence, 4.3 Social violence. Category 5 Ignorance of peace culture in gender: 5.1 Poor spreading in social fields, 5.2 First contact in the career with the topics from the program, 5.3 Rejection of information. Conclusion: Gender violence fomented at home is highlighted, which is maintained with friends and couple relationships, in society, in school and work settings, and in institutions. It is crucial for students’ awareness and thinking to limit the maintenance of micromacho attitudes, as well as violent behavior to promote gender equality and peace culture.
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