{"id":3043,"date":"2022-12-12T16:09:55","date_gmt":"2022-12-12T14:09:55","guid":{"rendered":"https:\/\/gender-ict.net\/gestemi\/?page_id=3043"},"modified":"2023-05-05T14:08:53","modified_gmt":"2023-05-05T12:08:53","slug":"publicaciones","status":"publish","type":"page","link":"https:\/\/gender-ict.net\/gestemi\/resultados\/publicaciones\/","title":{"rendered":"Publicaciones"},"content":{"rendered":"

Art\u00edculos en revistas acad\u00e9micas<\/strong><\/p>\n

F\u00e0bregues, S. [Sergi], Sainz, M. [Milagros], Romano, M.J. [Mar\u00eda Jose], Escalante-Barrios, E. L. [Elsa Luc\u00eda], Younas, A. [Ahtisham], & L\u00f3pez-P\u00e9rez, B-S. [Beatriz-Soledad] (2023). Use of mixed methods research in intervention studies to increase young people\u2019s interest in STEM: A systematic methodological review. Frontiers in Psychology<\/em>, 13, <\/em>956300.\u00a0https:\/\/doi.org\/10.3389\/fpsyg.2022.956300<\/a><\/u><\/p>\n

S\u00e1inz, M. [Milagros], F\u00e0bregues, S. [Sergi], Romano, M. J. [Mar\u00eda Jos\u00e9], L\u00f3pez, B-S. [Beatriz-Soledad] (2022). Interventions to increase young people\u2019s interest in STEM. A scoping review.\u00a0Frontiers in Psychology,\u00a013<\/em>, 954996.\u00a0https:\/\/doi.org\/10.3389\/fpsyg.2022.954996<\/a><\/p>\n

S\u00e1inz, M. [Milagros], & Gallego, M. C. [Mar\u00eda del Carmen] (2022). High school students\u2019 sexist beliefs about academic abilities and women\u2019s roles: The influence of School Specialization (Creencias sexistas de los estudiantes de ense\u00f1anza secundaria sobre las aptitudes acad\u00e9micas y el rol de las mujeres: la influencia de la especializaci\u00f3n escolar<\/em>).\u00a0International Journal of Social Psychology<\/em>.\u00a0https:\/\/doi.org\/10.1080\/02134748.2022.2040865<\/a><\/p>\n

S\u00e1inz, M. [Milagros], Upadyadya, K. [Katja], & F\u00e0bregues, S. [Sergi] (2022). Editores del Special Issue: Initiatives to Raise Young People\u2019s Interest and Participation in STEM.\u00a0Frontiers in Psychology<\/em>.\u00a0https:\/\/www.frontiersin.org\/research-topics\/27548\/initiatives-to-raise-young-peoples-interest-and-participation-in-stem<\/a><\/p>\n

Gonz\u00e1lez-P\u00e9rez, S. [Susana], Mateos de Cabo, R. [Ruth], & S\u00e1inz, M. [Milagros] (2020).\u00a0Girls in STEM: Is It a Female Role-Model Thing?<\/a>\u00a0Frontiers in Psychology, 11<\/em>, 2204.\u00a0https:\/\/doi.org\/10.3389\/fpsyg.2020.02204<\/a><\/p>\n

 <\/p>\n

Blogs y plataformas de divulgaci\u00f3n cient\u00edfica <\/strong><\/p>\n

S\u00e1inz, M. [Milagros] (2022, 22 de septiembre). En cours d\u2019\u00e9ducation physique, ces st\u00e9r\u00e9otypes qui p\u00e9nalisent les filles.\u00a0The Conversation<\/em>.\u00a0https:\/\/theconversation.com\/en-cours-deducation-physique-ces-stereotypes-qui-penalisent-les-filles-190984<\/a><\/p>\n

S\u00e1inz, M. [Milagros] (2022, 18 de septiembre). La brecha de g\u00e9nero en el deporte y su desarrollo en el aula.\u00a0The Conversation<\/em>.
\nhttps:\/\/theconversation.com\/la-brecha-de-genero-en-el-deporte-y-su-desarrollo-en-el-aula-187291<\/a><\/p>\n

S\u00e1inz, M. [Milagros] (2022, 16 de marzo). Educaci\u00f3n cr\u00edtica para desmontar los estereotipos. La Vanguardia<\/em>. https:\/\/www.lavanguardia.com\/vida\/20220316\/8126612\/educacion-critica-desmontar-estereotipos-brl.html<\/a><\/p>\n

S\u00e1inz, M. [Milagros] (2021, 8 de marzo). La importancia de desafiar los roles y estereotipos de g\u00e9nero a trav\u00e9s de la docencia. FECYTedu.<\/em>\u00a0Blog de la Fundaci\u00f3n Espa\u00f1ola para la Ciencia y la Tecnolog\u00eda (FECYT)<\/em>.
\nhttps:\/\/www.fecyt.es\/es\/FECYTedu\/la-importancia-de-desafiar-los-roles-y-estereotipos-de-genero-traves-de-la-docencia<\/a><\/p>\n

S\u00e1inz, M. [Milagros] (2021, 8 de marzo). Orientaci\u00f3 no sexista per fomentar vocacions cient\u00edfico-t\u00e8cniques entre les nenes. Blog de El Diari de l\u2019Educaci\u00f3<\/em>. https:\/\/diarieducacio.cat\/educaciolocal\/2021\/03\/08\/orientacio-no-sexista-per-fomentar-vocacions-cientifico-tecniques-entre-les-nenes<\/a><\/p>\n

S\u00e1inz, M. [Milagros] (2019, 5 de marzo). Young women\u2019s interest in STEM: Why should we worry? IN3<\/em> Blog<\/em>. https:\/\/blogs.uoc.edu\/in3\/young-womens-interest-in-stem-why-should-we-worry\/<\/a><\/p>\n

\u00a0<\/strong><\/p>\n

Libros e informes monogr\u00e1ficos<\/strong><\/p>\n

S\u00e1inz, M. [Milagros], Gonz\u00e1lez, S. [Susana] y Carrascal, S. [Silvia] (2022). Ampliando horizontes de las ni\u00f1as y j\u00f3venes STEAM. En S. [Silvia] Carrascal Dom\u00ednguez y L. [Laura] Fern\u00e1ndez Castro (Coord.).\u00a0Las mujeres en distintos sectores de actividad en Espa\u00f1a. Evoluci\u00f3n y liderazgo<\/a><\/em>\u00a0(pp. 107-134). Colecci\u00f3n Mujer. EUNSA, Ediciones Universidad de Navarra.<\/p>\n

Flecha Garc\u00eda, R. [Ram\u00f3n] (Coord.), Dawson, E. [Emily], Ortega-Alonso, D. [Diego], S\u00e1inz Ib\u00e1\u00f1ez, M. [Milagros], Sord\u00e9 Mart\u00ed, T. [Teresa], Schiebinger, L. [Londa], & Trujillo Barbadillo, G. [Gracia] (2022).\u00a0Hacia una comunicaci\u00f3n inclusiva de la ciencia: Reflexiones y acciones de \u00e9xito<\/em>. Fundaci\u00f3n Espa\u00f1ola para la Ciencia y la Tecnolog\u00eda (FECYT).\u00a0https:\/\/www.fecyt.es\/es\/publicacion\/hacia-una-comunicacion-inclusiva-de-la-ciencia-reflexiones-y-acciones-de-exito<\/a><\/p>\n

G\u00f3mez D\u00edaz, M. J. [Mar\u00eda Jos\u00e9], L\u00f3pez Sancho, J. M. [Jos\u00e9 Mar\u00eda], Cejudo Rodr\u00edguez, S. [Salom\u00e9], Arranz Andr\u00e9s, J. [Javier], S\u00e1inz Ib\u00e1\u00f1ez, M. [Milagros], & Moreno G\u00f3mez, E. [Esteban] (2021).\u00a0Evaluaci\u00f3n sobre la ense\u00f1anza de la ciencia con el modelo de El CSIC en la Escuela (informe)<\/a><\/em>. Consejo Superior de Investigaciones Cient\u00edficas CSIC \u2013 Vicepresidencia Adjunta de Organizaci\u00f3n y Cultura Cient\u00edfica (VAOCC).\u00a0http:\/\/hdl.handle.net\/10261\/253092<\/a><\/p>\n

S\u00e1inz, M. [Milagros], Arroyo, L. [Lidia], & Casta\u00f1o, C. [Cecilia]. (2020).\u00a0Mujeres y digitalizaci\u00f3n. De las brechas a los algoritmos<\/a><\/em>. Madrid: Instituto de la Mujer & Red.es. doi: 10.30923\/MujDigBreAlg-2020<\/a><\/p>\n

S\u00e1inz, M. [Milagros] (2020).\u00a0Brechas y sesgos de g\u00e9nero en la elecci\u00f3n de estudios STEM. \u00bfPor qu\u00e9 ocurren y c\u00f3mo actuar para eliminarlas?<\/a>\u00a0 Centro de Estudios Andaluces. https:\/\/www.centrodeestudiosandaluces.es\/publicaciones\/n-84-brechas-y-sesgos-de-genero-en-la-eleccion-de-estudios-stem-por-que-ocurren-y-como-actuar-para-eliminarlas<\/a>.<\/p>\n

S\u00e1inz, M. [Milagros] (2019).\u00a0La bretxa de g\u00e8nere en la tria d\u2019estudis STEM i TIC<\/a>.\u00a0Nota d\u2019Economia<\/em>,\u00a0105<\/em>, 64-76.\u00a0http:\/\/economia.gencat.cat\/ca\/ambits-actuacio\/economia-catalana\/estudis-publicacions\/nota-economia\/numero-105\/<\/a><\/p>\n

 <\/p>\n

Materiales did\u00e1cticos<\/strong><\/p>\n

La investigadora principal de GESTEMI, Milagros S\u00e1inz<\/a>, ha elaborado las fichas did\u00e1cticas \u201cEstereotipos de g\u00e9nero sobre personas y profesionales trabajando en \u00e1mbitos tecnol\u00f3gicos\u201d, en colaboraci\u00f3n con el proyecto School Break (ERASMUS+ 2018-1-DE03-KA201-047321)<\/a>\u00a0del grupo de investigaci\u00f3n\u00a0GAME<\/a>\u00a0de la Universitat Oberta de Catalunya (UOC). El contenido ha servido para dise\u00f1ar un juego de escape (escape room<\/em>) como herramienta educativa dirigida a profesorado y estudiantes de secundaria. Pod\u00e9is acceder al recurso aqu\u00ed:\u00a0Gu\u00eda de contenidos G\u00e9nero & LGTBIQ+. Recursos: contenidos te\u00f3ricos. School Break Project (2021). http:\/\/hdl.handle.net\/10609\/129786<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Art\u00edculos en revistas acad\u00e9micas F\u00e0bregues, S. [Sergi], Sainz, M. [Milagros], Romano, M.J. [Mar\u00eda Jose], Escalante-Barrios, E. L. [Elsa Luc\u00eda], Younas, A. [Ahtisham], & L\u00f3pez-P\u00e9rez, B-S. [Beatriz-Soledad] (2023). Use of mixed methods research in intervention studies to increase young people\u2019s interest in STEM: A systematic methodological review. Frontiers in Psychology, 13, 956300.\u00a0https:\/\/doi.org\/10.3389\/fpsyg.2022.956300 S\u00e1inz, M. [Milagros], F\u00e0bregues, … Contin\u00faa leyendo Publicaciones<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":3044,"parent":2900,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-3043","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/pages\/3043","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/comments?post=3043"}],"version-history":[{"count":16,"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/pages\/3043\/revisions"}],"predecessor-version":[{"id":3140,"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/pages\/3043\/revisions\/3140"}],"up":[{"embeddable":true,"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/pages\/2900"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/media\/3044"}],"wp:attachment":[{"href":"https:\/\/gender-ict.net\/gestemi\/wp-json\/wp\/v2\/media?parent=3043"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}