Journal papers

2018

Sáinz, M., Fàbregues, S., Rodó-de-Zárate, M., Martínez-Cantos, J.L., Arroyo, L., Romano, M.J. (accepted 2018). Gendered Motivations to Pursue Male-Dominated STEM Careers among Spanish Young People: A Qualitative Study. Journal of Career Development.

Fàbregues, S., Paré, M-H., & Meneses, J. (2018). Operationalizing and conceptualizing quality in mixed methods research: A multiple case study of the disciplines of education, nursing, psychology, and sociology. Journal of Mixed Methods Researchhttps://doi.org/10.1177/1558689817751774

Ficapal, P., Díaz, A., Sáinz, M., & Torren-Sellens, J. (2018). Gender inequalities in job quality during the recession, Employee Relations, 40(1), 2-22, https://doi.org/10.1108/ER-07-2016-0139

Jorba, Marta and Rodó-de-Zárate, Maria (forthcoming 2018). Beyond mutual constitution: the property framework for intersectionality studies. Signs: Journal of Women in Culture and Society.

Rodó-de-Zárate, Maria (forthcoming 2018) “Intersectionality” (entry) The Wiley Blackwell Encyclopedia of Urban and Regional Studies.

Rodó-de-Zárate, Maria and Baylina, Mireia (2018) “Feminist Geographies of Intersectionality: an introductionGender, Place and Culture. DOI: 10.1080/0966369X.2018.1453489

Rodríguez-Gómez, D., Castro, D., & Meneses, J. (2018). Problematic uses of ICTs among young people in their personal and school life. [Usos problemáticos de las TIC entre jóvenes en su vida personal y escolar]. Comunicar, 56. https://doi.org/10.3916/C56-2018-09

Sáinz, M., & Müller, J. (2018) Gender and family influences on Spanish students’ aspirations and values in stem fields. International Journal of Science Education, 40(2), 188-203. https://doi.org/10.1080/09500693.2017.1405464

2017

Badia, A., García, C., & Meneses, J. (2017). Approaches to teaching online: Exploring factors influencing teachers in a fully online university. British Journal of Educational Technology, 48(6), 1193-1207. https://doi: 10.1111/bjet.12475

Baylina, M., Garcia-Ramon, M. D., Porto, A. M., Rodó-de-Zárate, M., Salamaña, I., & Villarino, M. (2017). Work-life balance of professional women in rural Spain. Gender, Place and Culture 24(1), 72 – 84. https://doi.org/10.1080/0966369X.2016.1249345

Castaño, C., Vázquez-Cupeiro, S., & Martínez-Cantos, JL (2017). Gendered management in Spanish universities: functional segregation among vice-rectors. Gender and Education. doi: 10.1080/09540253.2017.1410109

Fàbregues, S., and Molina-Azorin, J. (2017). Addressing quality in mixed methods research: A review and recommendations for a future agenda. Quality & Quantity: International Journal of Methodology, 51(6), 2847-2863. http://dx.doi.org/10.1007/s11135-016-0449-4

Martínez-Cantos, J.L. (2017). Digital skills gaps: A pending subject for gender digital inclusion in the European Union. European Journal of Communication 32(5), 419-438. http://journals.sagepub.com/doi/10.1177/0267323117718464

Rodó de Zárate, M. (2017). Who else are they? Systematizing childhood and youth research on intersectionality. Children’s Geographies 15(1), 23-35. https://doi.org/10.1080/14733285.2016.1256678

Rodríguez-Gómez, D., Armengol, C., & Meneses, J. (2017). La adquisición de las competencias profesionales a través de las prácticas curriculares de la formación inicial de maestros. Revista de Educación, 376, 229-243. doi: 10.4438/1988-592X-RE-2017-376-350

2016

Arroyo, L., & Müller, J. (2016). GenPORT, your gateway to gender and science resources. European Science Editing (ESE), 42(4), 105.

Baylina, M., & Rodó-de-Zárate, M. (2016). New visual methods for teaching intersectionality from a spatial perspective in a geography and gender course. Journal of Geography in Higher Education, 40(4), 608-620. https://doi.org/10.1080/03098265.2016.1218828

Casado, C., Meneses, J., & Sancho, T. (2016). ¿Cómo ven los alumnos de primaria la profesión informática? Influencia del género y la percepción de su capacidad. Píxel-Bit, Revista de Medios y Educación 49, 149-161. http://dx.doi.org/10.12795/pixelbit.2016.i49.10

Rodó de Zárate, M. (2016) Geografies de la interseccionalitat: llocs, emocions, desigualtats. Treballs de la Societat Catalana de Geografia, 82, 141-163. doi:10.2436/20.3002.01.113.

Rodó de Zárate, M. (2016). ¿Quién tiene Derecho a la Ciudad? Jóvenes lesbianas en Brasil y Cataluña desde las geografías emocionales e interseccionales. Revista Latino-Americana de Geografia e Gênero. 7(1), 3–20. Retrieved from http://177.101.17.124/index.php/rlagg/article/view/8013

Rodríguez-Gómez, D., Meneses, J., Gairín, J., Feixas, M., & Muñoz, J. L. (2016). They have gone, and now what? Understanding re-enrolment patterns in the Catalan public higher education system. Higher Education Research & Development, 35(4), 815-828. http://dx.doi.org/10.1080/07294360.2015.1137886

Sáinz, M., Meneses, J., López, B., & Fàbregues, S. (2016). Gender stereotypes and attitudes towards ICT professionals in a sample of Spanish secondary students. Sex roles, 74(3-4), 154-168.

Sáinz, M., Meneses, J., Fàbregues, S., & López, B. (2016). Adolescents’ gendered portrayals of Information and Communication Technologies occupations. International Journal of Gender, Science, and Technology, 8(2), 181-201. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/433/781

Sáinz, M., & Upadyaya, K. (2016). Accuracy and bias in Spanish secondary school students’ self-concept of math ability: The influence of gender and parental educational level. International Journal of EducationalResearch, 77, 26-36. https://doi.org/10.1016/j.ijer.2016.02.009

2015

Arroyo, L., & Fernández-Ardèvol, M. (2015). Comunicació mòbil i gent gran: estratègia metodològica i la conceptualització d’estatus socioeconòmic. Revista Catalana de Sociologia, 30, 93-103. Retrieved from https://www.raco.cat/index.php/RevistaSociologia/article/view/302998/392671

Badia, A., Meneses, J., & García, C. (2015). Technology use for teaching and learning. Píxel-Bit, Revista de Medios y Educación 46, 9-24. http://dx.doi.org/10.12795/pixelbit.2015.i46.01

Badia, A., Meneses, J., Fàbregues, S., & Sigalés, C. (2015). Factores que influyen en la percepción de los profesores de los beneficios instruccionales de los medios educativos digitales. Relieve, 21(2), art. 1. http://dx.doi.org/10.7203/relieve.21.2.7204

Meneses, J., & Mominó, J. M. (2015). Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practice. Educar, 51(2), 417-440. Retrieved from http://www.redalyc.org/html/3421/342141427010/

Pérez Zapata, O., Álvarez Hernández, G., Castaño Collado, C., & La Hera Sánchez, A. (2015). Sostenibilidad y calidad del trabajo en riesgo: la intensificación del trabajo del conocimiento. Revista del Ministerio de Trabajo y Asuntos Sociales, 116, 175-212. Retrieved from http://www.fes-sociologia.com/files/congress/12/papers/5649.pdf

Rodó de Zárate, M. (2015). El acceso de la juventud al espacio público en Manresa. Una aproximación desde las geografías feministas de la interseccionalidad. Scripta Nova: revista electrónica de geografía y ciencias sociales, 19, 1138-9788. Retrieved from http://www.raco.cat/index.php/ScriptaNova/article/view/291332

Rodó de Zárate, M. (2015). Young lesbians negotiating public space in Manresa: an intersectional approach through places. Children’s Geographies, 13(4), 413-434. https://doi.org/10.1080/14733285.2013.848741

2014

Badia, A., Meneses, J., Sigalés, C., & Fàbregues, S. (2014). Factors affecting school teachers’ perceptions of the instructional benefits of digital technology. Procedia – Social and Behavioral Sciences, 141, 357-362. Retrieved from https://doi.org/10.1016/j.sbspro.2014.05.063

Badia, A., Meneses, J., & Monereo, C. (2014). Affective dimension of university professors about their teaching: An exploration through the semantic differential technique. Universitas Psychologica 13(1), 161-173. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-92672014000100014

Garrido, N. (2014). Digital image and networks: beyond the spectacle of everyday life? Journal of the Center for the Study of Design and Communication, 54(4), 165-176.

Meneses, J., Fàbregues, S., Jacovkis, J., & Rodríguez-Gómez, D. (2014). La introducción de las TIC en el sistema educativo español (2000-2010): Un análisis comparado de las políticas autonómicas desde una perspectiva multinivel. Estudios sobre Educación, 27, 63-90. Retrieved from https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/486/353

Rodó de Zárate, M. (2014). Managing fear in public space: young feminists’ intersectional experiences through Participatory Action Research. Les Cahiers du Cedref. Retrieved from https://journals.openedition.org/cedref/967

Rodó de Zárate, M. (2014). Developing geographies of intersectionality with Relief Maps: Reflections from youth research in Manresa, Catalonia. Gender, Place and Culture,21(8), 925 -944. https://doi.org/10.1080/0966369X.2013.817974

Vayreda, A., Fàbregues, S., Arenas, M., & Pié, A. (2014). ¿Cómo hacer investigación participativa con la construcción de un mapa? Revista de Ciencia y Técnica, 8.

2013

Garrido, N. (2013). PT youth leadership in the State of São Paulo and youth policies promoted by the government of Lula: main achievements and challenges. Latin American Observatory, 10, 149-158.

Garrido, N. (2013). Sans Soleil and digital images on social networks. Looks, links, discussion and possible stories. Lindes-Social Studies Art and Culture, 1(6), 1-12.

Martínez Cantos, J.L. (2013). Habilidades digitales y brecha de género en Europa (2007-2011). Revista de Estudios Empresariales. Segunda época, 2, 4-28. Retrieved from https://revistaselectronicas.ujaen.es/index.php/REE/article/view/968/1056

Sáinz, M. (2013). El uso de las TIC en el ámbito educativo con perspectiva de género: actitudes del profesorado y alumnado. Telos, 95, 116-124. Retrieved from https://bit.ly/2J91ZNV

2012

Arroyo, L. (2012). L’atur de llarga durada de les dones majors de 45 anys a Catalunya: una anàlisi exploratòria tenint en compte la classe social i la divisió sexual del treball. Revista Catalana de Sociología, 28, 125-137. Retrieved from https://bit.ly/2J0YPjj  

Fernández-Ardèvol, M., & Arroyo Prieto, L. (2012). Mobile telephony and older people: Exploring use and rejection. Interactions: Studies in Communication & Culture, (3)1, 9-24. Retrieved from https://doi.org/10.1386/iscc.3.1.9_1

Sáinz Ibáñez, M., & Eccles, J. (2012). Self-concept of computer and math ability: Gender implications across time and within ICT studies. Journal of Vocational Behavior, 80, 486-499. Retrieved from https://doi.org/10.1016/j.jvb.2011.08.005

Sáinz Ibáñez, M., Palmén, R., & Garcia Cuesta, S. (2012). Parental and Secondary School Teachers’ Perceptions of ICT and their Role in the Choice of Studies. Sex Roles, 66, 235-249. Retrieved from https://link.springer.com/article/10.1007/s11199-011-0055-9

2011

Castaño Collado, C., & Webster, J. (2011). Understanding Women’s Presence in ICT: the Life Course Perspective. International Journal of Gender, Science and Technology, 3(2), 364-386. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/168/333

Garcia Hom, A., Moles Plaza, R., & Palmén, R. (2011).  The framing of Risk and Implications for Policy and Governance: The Case of EMF. Public Understanding of Science, (20)3, 319-333. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0963662509336712?journalCode=pusa#articleCitationDownloadContainer

López Sáez, M., Puertas, S., & Sáinz Ibáñez, M. (2011). Why don’t girls choose tecnological studies? Adolescents’ stereotypes and attitudes towards high school subjects. Spanish Journal of Psychology, (14)1, 74-87.

Müller, J. (2011). Aesthetics and mediation. Empedocles: European Journal for the Philosophy of Communication, (2)1, 63-78. Retrieved from     
10.1386/ejpc.2.1.63_1

Müller, J. (2011). Gendering the Millennials.  Analyzing Staff Responses to New Student  Profiles in  Spanish ICT Higher Education. International Journal of Gender, Science and Technology, (3)2, 424-444. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/viewFile/170/342

Müller, J., Castaño, C., González Ramos, A., & Palmén, R. (2011). Policy Towards Gender Equality in Science and Research. Brussels Economic Review / Cahiers economiques de Bruxelles, 54(2/3), 295-316. Retrieved from https://genderedinnovations.stanford.edu/images/TR7_Policies.pdf

Palmén, R. (2011). Girls, Boys and ICT in the UK: An Empirical Review and Competing Policy Agendas. International Journal of Gender, Science and Technology, (3)2, 407-423. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/171

Sáinz Ibáñez, M. (2011). Factors which influence Girls’ orientations to ICT subjects in schools. Evidence from Spain. International Journal of Gender, Science and Technology, 2(3), 387-406. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/viewFile/169/345

Webster, J. (2011). Changing the Landscape of Women in Science, Engineering and Technology: the Experience of the UK. Brussels Economic Review / Cahiers economiques de Bruxelles, 54(2), 341-359. Retrieved from https://dipot.ulb.ac.be/dspace/bitstream/2013/108958/1/ARTICLE%20WEBSTER.pdf

2010

Herman, C., & Webster, J. (2010). Taking a Lifecycle Approach: Redefining Women Returners to Science, Engineering and Technology. International Journal of Gender, Science and Technology, (2)2, 179-205. Retrieved from            http://genderandset.open.ac.uk/index.php/genderandset/article/view/59

Sáinz Ibáñez, M., & López Sáez, M. (2010). Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain. Computers and Education, 54(2), 578-587. Retrieved from https://doi.org/10.1016/j.compedu.2009.09.007  

2009

Castaño Collado, C., González Ramos, A. M. (2009). El empleo femenino en el sector TIC empresarial. Pensamiento Iberoamericano, (2)5, 235-272. Retrieved from  https://eco.mdp.edu.ar/cendocu/repositorio/00741.pdf   

Garcia Hom, A., Moles Plaza, R., Fàbregues Feijóo, S., & Palmén, R. (2009). From precautionary inadequacy to participatory risk management. Futures, (41)5, 260-268. Retrieved from https://doi.org/10.1016/j.futures.2008.11.006

Garcia Hom, A., Moles Plaza, R., Palmén, R., & Fàbregues Feijóo, S. (2009). Reconsiderando la gestión de riesgos en entornos sociotécnicos. Papers: revista de sociologia, 93, 103-126. Retrieved from https://www.raco.cat/index.php/Papers/article/view/140572/191803  

2008

Castaño Collado, C., & González Ramos, A. (2008). La disparidad entre la participación y la posición de las mujeres en la investigación TIC: El caso del Plan Nacional de I+D, Junio 2008, 118-126. Retrieved from https://bit.ly/2kFvnAI

Castaño Collado, C. (2008). La segunda brecha digital y las mujeres. Telos: Cuadernos de comunicación, tecnología y sociedad, 75, 24-33.

 

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