Milagros Sáinz

Director of the Gender & ICT Research Programme

Gender-ICT_MilagrosSainz_recI graduated in Psychology at the University of Salamanca and received my PhD in Social Psychology (European Doctorate Degree) from the National University for Distance Education (UNED) in Madrid. I am currently working as a senior researcher at the Internet Interdisciplinary Institute (Universitat Oberta de Catalunya) in Barcelona, where I combine my full-time research activity with some undergraduate and postgraduate teaching. In 2007 my doctoral work was awarded with the First Prize INJUVE for Doctoral Dissertations by the former Ministry of Health, Equality, and Social Issues.

Since 2000 my research interests are related to family and school influences on study choices; gender role development during adolescence; gender stereotypes about ability self-concepts, achievement and task-choices; gendered construction of careers of occupations; and secondary school teachers’ and students’ attitudes towards technology and technological subjects. Recently I am also interested in cross-cultural research on educational outcomes. I use both quantitative and qualitative methodological approaches for looking at the different research topics I have interest in.

I have also been a pre-doctoral research fellow at Stanford University (California, United States) and the Technical University in Berlin (Germany), as well as a postdoctoral research fellow at the Institute for Social Research of the University of Michigan (Michigan, United States).

Since 2007 I am part of the editorial board of several international journals. I am also an active member of the Consortium for Cross-cultural Research on Education and of the Gender and STEM Network. Educational and Occupational Pathways and Participation.




Email: ude.c1568903726ou@iz1568903726niasm1568903726
Phone: +34 93 450 5262


Research Grants as Principal Investigator

I have participated in several research projects both as principal investigator and as part of the research team. Below some of the research grants as principal investigator are specified.

2018-2021: GESTEMI – Effects and effectiveness of interventions aimed at increasing young women’s interest for science and technology. Research Grant funded by the Spanish Ministry of Economy, Industry and Competitiveness (reference number FEM2017-84589-R).

2015-2018: ESTEREO – Challenges associated to the persistance of gender roles and stereotypes in the choice of higher education studies from a longitudinal perspective. The role of families and secondary teachers. Research Grant funded by the Spanish Ministry of Economy and Competitiveness (reference number FEM2014-55096-R).

2016: Young people’s gender biases about STEM-related studies and occupations across different stages of the lifecourse. Wha is myth and what is reality. Research Grant funded by Fundación Telefónica.

2011-2014: EXPECTANCIES – The gender gap in the studies of science, technology, language and computing: Motivations and expectations of secondary students and teachers. Research Grant funded by the Spanish Ministry of science and innovation. (I+D+i 2011).

2011-2012: The professional trajectories of women in ICT: Dynamics beyond employment and public response. Research Grant funded by the Spanish Women’s Institute.

2010-2011: Evolution of the vocational segregation of students enrolled in last courses of primary and secondary education. Research Grant financed by the Catalonian Women’s Institute.

2008-2009: Why women do not pursue ICT-related studies? The leaky pipeline in the context of Catalonia. Grant financed by the Catalonian Women’s Institute.


Contributions as academic advisor

Tarín, C., Guerra, E., Rivera, R., Fraile, A., Sáinz, M., Madinaveitia, U. (2018). Women in the Digital Age. European Comission. Available at:


Selection of journal articles

SÁINZ, M., MARTÍNEZ, J.L., RODÓ, M., ROMANO, M.J., ARROYO, L. & FÀBREGUES, S. (2019). Young Spanish People’s Gendered Representations of People Working in STEM. A Qualitative Study. Frontiers in Psychology. Frontiers in Psychology, 10, 996.

SÁINZ, M., FÀBREGUES, S., RODÓ-DE-ZÁRATE, M., MARTÍNEZ-CANTOS, J.L., ARROYO, L. & ROMANO, M.J. (2018). Gendered Motivations to Pursue Male-Dominated STEM Careers Among Spanish Young People. A Qualitative Study. Journal of Career Development

SÁINZ, M. & MENESES, J. (2018). Brecha y sesgos de género en la elección de estudios y profesiones en la educación secundaria. Panorama Social, 27, 23-31. Available at:

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. doi: 10.1080/09500693.2017.1405464

FICAPAL, P., DÍAZ, A., SÁINZ, M., & TORRENS, J. (2018). Gender inequalities in job quality during the recession. Employee Relations, Vol. 40 Issue: 1, pp.2-22. doi: 10.1108/ER-07-2016-0139

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.

SÁINZ, M. Y UPADYAYA, K. (2016). Accuracy and bias in Spanish secondary school students’ self-concept of ability: The influence of gender and parental educational level. International Journal of Educational Research, 77, 26–36. doi:10.1016/j.ijer.2016.02.009

SÁINZ, M., MENESES, J., LÓPEZ, B. & FÀBREGUES, S. (2016). “Gender stereotypes and attitudes towards ICT in a sample of Spanish secondary students”. In Gartzia, L. & López-Zafra, E. Special Issue on “Social roles of men and women in Spain: Emerging issues and implications for international research”, Sex Roles, 74.

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. Available at:

SÁINZ, M. & ECCLES, J. (2012). “Self-concept of computer and math ability: Gender implications across time and within ICT studies”. Journal of Vocational Behavior, 80, 2, pp.486–499. doi:10.1016/j.jvb.2011.08.005 Available at:

SÁINZ, M., PÀLMEN, R. & GARCÍA-CUESTA, S. (2012). “Parental and secondary teachers’ perceptions of ICT professionals, gender differences and their own role in the choice of studies“. Sex Roles, 66,(3-4), 235-249. DOI: 10.1007/s11199-011-0055-9. Available at:{973f38f2103d51d876dca70e6831e30c6a586ba395c130b41c97ba08f8704c0a}2Fs11199-011-0055-9

SÁINZ, M. (2011). “Factors Which Influence Girls’ Orientations to ICT Subjects In Schools. Evidence From Spain”. International Journal of Gender, Science and Technology, 3, 387 – 406. Available at:

LÓPEZ-SÁEZ, M., PUERTA, S. & SÁINZ, M. (2011). Why don’t girls choose technological studies? Adolescents’ stereotypes and attitudes towards studies related to Medicine or Engineering. Spanish Journal of Psychology, 14, 1, 71-84. doi:10.5209/rev_SJOP.2011.v14.n1.6. Available at:

SÁINZ, 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, 2, 578-587. Available at:

LÓPEZ-SÁEZ, M., LISBONA, A. & SÁINZ, M. (2004). Mujeres ingenieras: percepciones sobre su vida profesional. Revista de Psicología General y Aplicada, vol.5, 2, pp.161-180. Available at:

SÁINZ, M., LÓPEZ-SAÈZ, M. & LISBONA, A. (2004). Expectativas de rol profesional de mujeres estudiantes de carreras típicamente femeninas o masculinas. Acción Psicológica, 3, 2, PP. 111-123, 2004. Available at:



SÁINZ, M. (Coord.) (2017). ¿Por qué no hay más mujeres STEM? Se buscan ingenieras, físicas y tecnólogas. Madrid: Fundación Telefónica y Editorial Ariel. ISBN: 978-84-08-17732-6

SÁINZ, M. (2007). Aspectos psicosociales de las diferencias de género en actitudes hacia las nuevas tecnologías en adolescentes. Madrid: Instituto de la Juventud.


Selection of book chapters

SÁINZ, M. & MARTÍNEZ-CANTOS, J.L. (2017). Desigualdades de género en la percepción social de la ciencia y la tecnología en función de la edad y el nivel educativo. In: Josep Lobera, J. (Ed.) Percepción social de la ciencia 2016 (pp. 235-276). Madrid: FECYT.
SÁINZ, M. (2017). La tirania dels rols i estereotips de gènere en l’elecció d’estudis i professions. En Carrillo, I. (Ed.) Desfer la teranyina del gènere des de l’educació (pp. 85-106). Barcelona: Eumo Editorial (Capsa de Pandora).
SÁINZ, M., MENESES, J. & LÓPEZ, B. (2017). The shaping of teacher accountability through cultural values in Spain. The influence of gender and other school moderators. In Rosenblatt, Z. Teacher accountability: a cross-cultural approach. Londres: Routledge.

SÁINZ, M. (2014). Sacando los pies del tiesto. Jóvenes y elección de estudios. In Castaño, C. & Webster, J. Género, ciencia y tecnologías de la información (pp. 61-88). Aresta: Barcelona.

GARCIA, S. & SAINZ, M. (2012). Estudiar carreras TIC: los discursos del profesorado sobre las elecciones diferenciales y el genero. In Guil, A., Pinero, M., Toscano, J., Macias, O., Perez, E., Flecha, C. Memorias del IX Congreso Iberoamericano de Ciencia, Tecnologia y Genero (pp. 1-20).

CASTAÑO C.; GÒNZALEZ RAMOS, A. M.; MULLER, J; PALMEN R.; RODRIGUEZ, A. ; SAINZ, M; VAZQUEZ, S. & VERGES, N. (2011). Quiero ser informatic@. Barcelona: UOC.

SÀINZ, M., PÀLMEN, R., GARCÍA, S. & SOLÉ. J. (2011). Influencia de los padres en la elección de estudios en tecnologías de la información y la comunicación. In Chivite, M., Hernández, M., Monzón, M. Frontera y género. En los límites de la multidisciplinariedad (pp. 401-411). Madrid: Plaza y Valdés.

SAINZ, M., LOPEZ, B. & GONZALEZ, A.M. (2010). Participación femenina y políticas de género en los grupos de investigacion. In Castaño, C. (Dir.). Genero y TIC. Presencia, posición y políticas (pp. 149-176). Barcelona: UOC.

SÁINZ, M. & GONZÁLEZ, A. M. (2008). La segunda brecha digital: educación e investigación. In Castaño, C. (Dir.). La segunda brecha digital (pp.  221- 266). Madrid: Cátedra.


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