Journal articles



Castaneda, J. [Juliana], Jover, A. [Assumpta], Calvet, L. [Laura], Yanes, S.[Sergi], Juan, A. [Angel] & Sáinz, M. [Milagros] (2022). Dealing with Gender Bias Issues in Data-Algorithmic Processes: A Social-Statistical Perspective. Algorithms, 15(9), 303.

Fierro, J. [Jaime], Parella, S. [Sònia], Güell, B. [Berta], Petroff, A. [Alisa] (2022). Generational cohorts versus national origin: explaining the educational attainment among children of Latin American immigrants in Spain. Ethnicities, 22(2), 274-296.

Garrido-Skurkowicz, N. [Natalia], & Steglich, C. [Christian] (2022). Networked solidarity economy: Gender in interorganizational networks. An evaluation with ERGMs. Applied Network Science, 7(1), 23.

Garrido-Skurkowicz, N. [Natalia], Wittek, R. [Rafael], & la Roi. Ch. [Chaïm] (2022). Performance of Hybrid Organisations. Challenges and Opportunities for Social and Commercial Enterprises. Journal of Social Entrepreneurship.

Izquierdo-Useros, N. [Nuria], Marin Lopez, M. A. [Miguel Ángel], Monguió-Tortajada, M. [Marta], Muñoz-Moreno, J. A. [Jose A.], Agusti Benito, C. [Cristina], Morón-López, S. [Sara], Evans, H. [Harvey], Gualdrón-López, M. [Melisa], Müller, J. [Jörg], & Prado, J. G. [Julia G.] (2022) Impact of COVID-19 lockdown in a biomedical research campus: A gender perspective analysis. Frontiers in Psychology, 13, 906072.

Kalpazidou Schmidt, E. [Evanthia], Palmén, R. [Rachel], & Bührer, S. [Susanne] (2022). Policy-making and evaluation of gender equality programmes: Context, power, and resistance in the transformation process. Science and Public Policy, scac064.

Peters, [Mitchell], Elasri-Eijaberi, [Amal], Martínez, M. J. [M. Jesús], & Fàbregues, S. [Sergi] (2022). Teacher digital competence development in higher education: Overview of systematic reviews. Australasian Journal of Educational Technology, 38(3), 117-134.

Sáinz, M. [Milagros], Fàbregues, S. [Sergi], Romano, M. J. [María José], & López, B-S. [Beatriz-Soledad] (2022). Interventions to increase young people’s interest in STEM. A scoping review. Frontiers in Psychology, 13, 954996.

Sáinz, M. [Milagros], & Gallego, M. C. [María del Carmen] (2022). High school students’ sexist beliefs about academic abilities and women’s roles: The influence of School Specialization (Creencias sexistas de los estudiantes de enseñanza secundaria sobre las aptitudes académicas y el rol de las mujeres: la influencia de la especialización escolar). International Journal of Social Psychology.

Younas, A. [Ahtisham], Fàbregues, S. [Sergi], Durante, A. [Ángela], & Ali, P. [Parven] (2022). Providing English and native language quotes in qualitative research: A call to action. Nursing Open, 9(1), 168–174.



Buehrer, S. [Susanne], Kalpazidou Schmidt, E. [Evanthia], Rigler, D. [Dorottya], & Palmen, R. [Rachel]. (2021). How to Implement Context-Sensitive Evaluation Approaches in Countries with still Emerging Evaluation Cultures. Public Policy and Administration, 20(3), 368-381.

Castelló, E. [Enric], & Romano, M. J. [María José]. (2021) Shepherdesses: new representations of rural women in Spain. Feminist Media Studies.

De la Torre-Moral, A. [Andrea], Fàbregues, S. [Sergi], Bach-Faig, A. [Anna], Fornieles-Deu, A. [Albert], Medina, F. X. [F. Xavier], Aguilar, A. [Alicia], & Sánchez-Carracedo, D. [David] (2021). Family meals, conviviality, and the Mediterranean Diet among families with adolescents. International Journal of Environmental Research and Public Health, 18(5), 2499.

Escalante-Barrios, E. L. [Elsa Lucía], Suarez-Enciso, S. M. [Sonia M.], Putnam, S. P. [Samuel P.], Raikes, H. [Helen], & Fàbregues, S. [Sergi]. (2021). Using the Very Short Form of the Children’s Behavior Questionnaire for Spanish-Speaking Populations in Low- and Middle-Income Countries: A Psychometric Analysis of Dichotomized Variables. Children, 8(2), 74.

Fàbregues, S. [Sergi], Escalante-Barrios, E. L. [Elsa Lucía], Molina-Azorin, J. F. [José Francisco], Hong, Q. N. [Quan Nha], & Verd, J. M. [Joan Miquel]. (2021). Taking a critical stance towards mixed methods research: A cross-disciplinary qualitative secondary analysis of researchers’ views. PLoS ONE, 16(7), e0252014.

Fàbregues, S. [Sergi], Molina-Azorin, J. F. [José F.], & Fetters, M. D. [Michael D.]. (2021). Virtual Special Issue on “Quality in Mixed Methods Research”. Journal of Mixed Methods Research, 15(2), 146–151.

Ferran-Ferrer, N. [Núria], Castellanos, P. [Patricia], Minguillón, J. [Julià], & Meneses, J. [Julio] (2021). The gender gap on the Spanish Wikipedia: Listening to the voices of women editors. Profesional de la Información, 30(5), e300516.

Fierro, J. [Jaime], Parella, S. [Sònia], Güell, B. [Berta], Petroff, A. [Alisa] (2021) Educational Achievement Among Children of Latin American Immigrants in Spain. Journal of International Migration & Integration.

Guetterman, T. C. [Timothy C.], Fàbregues, S. [Sergi], & Sakakibara, R. [Rae]. (2021). Visuals in joint displays to represent integration in mixed methods research: A methodological review. Methods in Psychology.

Humbert, A. L. [Anne Laure], Guenther, E. A. [Elisabeth Anna], & Müller, J. [Jörg]. (2021). Not Simply ‘Counting Heads’: A Gender Diversity Index for the Team Level. Social Indicators Research.

Minguillón, J. [Julià], Meneses, J. [Julio], Aibar, E. [Eduard], Ferran-Ferrer, N. [Núria], & Fàbregues, S. [Sergi]. (2021). Exploring the gender gap in the Spanish Wikipedia: Differences in engagement and editing practices. PLoS ONE, 16(2), e0246702.

Müller, J [Jörg]., Meneses, J. [Julio], Humbert, A. L. [Anne Laure], & Guenther, E. A. [Elisabeth Guenther] (2021). Sensor-based proximity metrics for team research. A validation study across three organizational contexts. Behavior Research Methods, 53(2), 718-743.

O’Connor, P. [Pat], Hodgins, M. [Margaret], Woods, D. R. [Dorian R.], Wallwaey, E. [Elisa], Palmen, R. [Rachel], Van Den Brink, M. [Marieke], & Schmidt, E. K. [Evanthia K.]. (2021). Organisational Characteristics That Facilitate Gender-Based Violence and Harassment in Higher Education? Administrative Sciences, 11(4), 138.

Parella, S. [Sònia], Silvestre, J. [Javier], & Petroff, A. [Alisa]. (2021). A mixed-method analysis of remittance scripts among Bolivian immigrants in Spain. Journal of International Development, 33(1), 256-274.

Petroff, A. [Alisa], Sáinz, M. [Milagros] & Arroyo, L. [Lídia]. (2021). A Multilevel Qualitative Perspective to Gendered Life Course, Socialization, and STEM Trajectories Among Emerging Adults in Spain. Emerging Adulthood, 1-13. [Advanced online publication]

Petroff, A. [Alisa], Viladrich, A. [Anahí], & Parella, S. [Sònia]. (2021). Framing inclusion: The media treatment of irregular immigrants’ right to health care in Spain. International Journal of Intercultural Relations, 82, 135-144.

Reyes, J. I. [José Israel], Meneses, J. [Julio], & Melián, E. [Efrem] (2021). A systematic review of academic interventions for students with disabilities in Online Higher Education. European Journal of Special Needs Education. [Advanced online publication]

Roqueta-Fernàndez, M. [Marta]. (2021). Reseña/Review (Sampedro, Víctor (Coord.)), “Comunicación política digital en España. Del «pásalo» a Podemos y de Podemos a Vox”, Barcelona, UOCPress, ISBN: 9788491807681, 242 págs., 2021). Teknokultura. Revista de Cultura Digital y Movimientos Sociales19(1), 115-117.

Sáenz-Castro, P. [Paola], Vlachopoulos, D. [Dimitrios], & Fàbregues, S. [Sergi]. (2021). Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education. Education Sciences, 11(9), 507.

Sáinz, M. [Milagros], Solé, J. [Jordi], Fàbregues, S. [Sergi], & Garcia-Cuesta, S. [Sara]. (2021). Secondary School Teachers’ Views of Gender Differences in School Achievement and Study Choices in Spain. SAGE Open

Sáinz, M. [Milagros], Upadyaya, K. [Katja], & Salmela-Aro, K. [Katariina]. (2021). The Co-Development of Science, Math, and Language Interest Among Spanish and Finnish Secondary School Students. Front. Educ., 6, 684543.

Thomson, A. [Aleksandra], Palmén, R. [Rachel], Reidl, S. [Sybille], Barnard, S. [Sarah], Beranek, S. [Sarah], Dainty, A. [Andrew R. J] & Hassan, T. [Tarek M.]. (2021). Fostering collaborative approaches to gender equality interventions in higher education and research: the case of transnational and multi-institutional communities of practice. Journal of Gender Studies.

Xavier, M., [Marlon], & Meneses, J. [Julio] (2021). The tensions between student dropout and flexibility in learning design: The voices of professors in open online higher education. International Review of Research in Open and Distributed Learning, 22(4), 72-88.



Arroyo, Lidia (2020). Implications of Digital Inclusion: Digitalization in Terms of Time Use from a Gender PerspectiveSocial Inclusion, 8(2).

Bührer, Susanne, Kalpazidou Schmidt, Evanthia, Palmén, Rachel, & Reidl, Sybille (2020). Evaluating gender equality effects in research and innovation systems. Scientometrics.

Escalante-Barrios, Elsa Lucía, Fàbregues, Sergi, Meneses, Julio, García-Vita, María del Mar, Jabba, Daladier, Ricardo-Barreto, Carmen, & Ferreira Pérez, Sandra Patricia (2020). Male-on-male child and adolescent sexual abuse in the Caribbean region of Colombia: A secondary analysis of medico-legal reports. International Journal of Environmental Research and Public Health, 17(21), 8248.

Fàbregues, Sergi, Hong, Quan-Nha, Escalante-Barrios, Elsa Lucía, Guetterman, Timothy C., Meneses, Julio, & Fetters, Michael D.  (2020). A methodological review of mixed methods research in palliative and end-of-life care (2014-2019). International Journal of Environmental Research and Public Health, 17(11), 3853.

González-Pérez, Susana, Mateos de Cabo, Ruth, & Sáinz, Milagros (2020). Girls in STEM: Is It a Female Role-Model Thing? Front. Psychol., 11:2204.

Martínez-Cantos, José Luis, & Rodó-de-Zárate, Maria (2020). El efecto Merlí: Televisión y elección de grados universitarios relacionados con la filosofía [The Merlí effect: Television and choice of philosophy related degrees]. Athenea Digital, 20(1), e2453.

Müller, Jörg, Meneses, Julio, Humbert, Anne Laure, & Guenther, Elisabeth Anna (2020). Sensor-based proximity metrics for team research. A validation study across three organizational contextsBehavior Research Methods. [Advanced online publication]

Palmén, Rachel, Arroyo, Lidia, Müller, Jörg, Reidl, Sybille, Caprile, Maria, & Unger, Maximillian (forthcoming, 2020). Integrating the gender dimension in teaching, research content & knowledge and technology transfer: Validating the EFFORTI evaluation framework through three case studies in Europe. Evaluation and Program Planning, 79, 101751.

Parella, Sònia, & Petroff, Alisa (2020). Planning to Go Back Home Because of the Economic Crisis? Evidence from the Short-Term Return Intentions of Bolivian Migrants in Spain. Latin American Research Review, 55(2), 1–12.

Pujol-Busquets, Georgina, Smith, James, Larmuth, Kate, Fàbregues, Sergi, & Bach-Faig, Anna (2020). Exploring the Perceptions of Women from Under-Resourced South African Communities about Participating in a Low-Carbohydrate High-Fat Nutrition and Health Education Program: A Qualitative Focus Group Study. Nutrients, 12(4), 894.

Rodó-Zárate, Maria (2020). Gender, Nation, and Situated Intersectionality: The Case of Catalan Pro-independence Feminism. Politics & Gender, 16(2), 608-636.

Rodó-Zárate, Maria, & Jorba, Marta (2020). Metaphors of intersectionality: Reframing the debate with a new proposal. European Journal of Women’s Studies.

Sáinz, Milagros, Fàbregues, Sergi, Rodó-de-Zárate, Maria, Martínez-Cantos, José-Luis, Arroyo, Lidia, & Romano, María José (2020). Gendered Motivations to Pursue Male-Dominated STEM Careers Among Spanish Young People: A Qualitative Study. Journal of Career Development47(4), 408–423.

Sáinz, Milagros, Fàbregues, Sergi, & Solé, Jordi (2020). Parent and Teacher Depictions of Gender Gaps in Secondary Student Appraisals of Their Academic Competences. Front. Psychol. 11, 573752. doi:10.3389/fpsyg.2020.573752

Sáinz, Milagros, Martínez-Cantos, José Luis, & Meneses, Julio (2020). Gendered patterns of coping responses with academic sexism in a group of Spanish secondary students (Diferencias de género en las respuestas de afrontamiento del sexismo académico en un grupo de estudiantes españoles de secundaria). Revista de Psicología Social. International Journal of Social Psychology, 35(2), 246-281. 

Striebing, Clemens, Kalpazidou Schmidt, Evanthia, Palmén, Rachel, Holzinger, Florian, & Nagy, Beata (forthcoming, 2020). Women Underrepresentation in R&I: A Sector Program Assessment of the Contribution of Gender Equality Policies in Research and Innovation. Evaluation and Program Planning, 79, 101749.



Badia, Antoni, García, Consuelo, & Meneses, Julio (2019). Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university. Innovations in Education and Teaching International, 56(4), 446-457. doi:10.1080/14703297.2018.1546608

Baylina, Mireia, & Rodó-de-Zárate, Maria (2019). Mapping feminist geographies in Spain. Gender, Place and Culture, 26(7-9), 1253-1260. doi:10.1080/0966369X.2019.1567473

Bretones, Eva, Solé, Jordi, Meneses, Julio, Castillo, Miquel, & Fàbregues, Sergi (2019). Què diuen els centres educatius de Catalunya sobre la incorporació d’educadors i educadores socials a les escoles i instituts? Educació Social. Revista d’Intervenció Socioeducativa, 71, 39-58.

Castaño, Cecilia, Vázquez-Cupeiro, Susana, & Martínez-Cantos, José Luis (2019). Gendered management in Spanish universities: functional segregation among vice-rectors. Gender and Education, 31(8), 966-985. doi:10.1080/09540253.2017.1410109

Fàbregues, Sergi, Paré, Marie-Hélène, & Meneses, Julio (2019). 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 Research, 13(4), 424-445. doi:10.1177/1558689817751774 (Article first published online: January 11, 2018; Issue published: October 1, 2019)

Fàbregues, Sergi, & Fetters, Michael D. (2019). Fundamentals of case study research in family medicine and community health. Family Medicine and Community Health, 7:e000074. doi:10.1136/fmch-2018-000074

Fàbregues, S., Fetters, MD., Xinyue, Z., Yang, W., Jianjun, H., Yanli, X., Hui, Y. (2019). 家庭医学与社区卫生案例研究的基础 (Fundamentals of case study research in family medicine and community health). Chinese General Practice, 22(26), 3139-3144.

Hong, Quan Na, Pluye, Pierre, Fàbregues, Sergi, Bartlett, Gillian, Boardman, Felicity, Cargo, Margaret,… Vedel, Isabelle (2019). Improving the content validity of the mixed methods appraisal tool: a modified e-Delphi study. Journal of Clinical Epidemiology, 111, 49-59. doi:10.1016/j.jclinepi.2019.03.008

Jorba, Marta, & Rodó-Zárate, Maria (2019). Beyond mutual constitution: the property framework for intersectionality studies. Signs: Journal of Women in Culture and Society, 45(1), 175-200. doi:10.1086/703499

Müller, Jörg, Fàbregues, Sergi, Guenther, Elisabeth Anna, & Romano, María José (2019). Using Sensors in Organizational Research–Clarifying Rationales and Validation Challenges for Mixed Methods. Frontiers in Psychology, 10, 1188. doi:10.3389/fpsyg.2019.01188

Palmén, Rachel, & Kalpazidou Schmidt, Evanthia (2019). Analysing facilitating and hindering factors for implementing gender equality interventions in R&I: Structures and processes. Evaluation and Program Planning, 77, 101726. doi:10.1016/j.evalprogplan.2019.101726

Palmén, Rachel, Kalpazidou Schmidt, Evanthia, Striebing, Clemens, Reidl, Sybille, Bührer, Susanne, & Groó, Dóra (2019). Measuring gender in R&I – theories, methods, and experience. Interdisciplinary Science Reviews, 44(2), 154-165. doi:10.1080/03080188.2019.1603873

Rodó-Zárate, Maria (2019). Gender, Nation and Situated Intersectionality: The Case of Catalan Pro-independence Feminism. Politics & Gender, 1-29. doi:10.1017/S1743923X19000035

Rodó-Zárate, Maria, & Baylina, Mireia (2019). Presentació. Geografies de les Sexualitats, Documents d’Anàlisi Geogràfica, 65(3), 441- 449. Retrieved from:

Rodó-de-Zárate, Maria, Estivill i Castany, Jordi, & Eizagirre Telleria, Nerea (2019). La configuración y las consecuencias del miedo en el espacio público desde la perspectiva de género [Configuration and consequences of fear in public space from a gender perspective]. Revista Española de Investigaciones Sociológicas, 167, 89-106. doi: 10.5477/cis/reis.167.89

Rodó-Zárate, Maria (2019). Intersectionality for and from Queer Urban Activism Viewed through Lesbian Activism in Barcelona. Geography Research Forum, 39(1), 152-166

Sáinz, Milagros, Martínez-Cantos, José Luis, Rodó-de-Zárate, Maria, Romano, María José, Arroyo, Lidia, & Fàbregues, Sergi (2019). Young Spanish People’s Gendered Representations of People Working in STEM. A Qualitative Study. Frontiers in Psychology, 10, 996. doi:10.3389/fpsyg.2019.00996

Striebing, Clemens, Kalpazidou Schmidt, Evanthia, & Palmén, Rachel (2019). Pragmatic ex-ante evaluation using an innovative conceptual framework: The case of a high-tech entrepreneurship program for women. Evaluation and program planning, 77, 101714. doi: 10.1016/j.evalprogplan.2019.101714



Aranda, D., Sánchez-Navarro, J., Martínez-Cerdà, F., & Meneses, J. (2018). The impact of digital practices on the perception of risks and benefits of digital gaming. Catalan Journal of Communication & Cultural Studies, 10(2), 247-264. DOI:

Fàbregues, S., & Paré, M-H. (2018). Appraising the quality of mixed methods research in nursing: A qualitative case study of nurse researchers’ views. Nursing Inquiry, 25(4). ISSN: 1440-1800. doi:10.1111/nin.12247

Ficapal, Pilar, Díaz, Ángel, Sáinz, Milagros, & Torrent, Joan (2018). Gender inequalities in job quality during the recession. Employee Relations, 40(1), 2-22. doi: 10.1108/ER-07-2016-0139

Hong, Quan Nha, Fàbregues, Sergi, Bartlett, Gillian, Boardman, Felicity, Cargo, Margaret, Dagenais, Pierre, Gagnon, Marie-Pierre, Griffiths, Frances, Nicolau, Belinda, O’Cathain, Alicia, Rousseau, Marie-Claude, Vedel, Isabelle, & Pluye, Pierre (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291. ISSN: 0167-8329. doi:10.3233/EFI-180221

Questa-Torterolo, Mariela, Rodríguez Gómez, David, & Meneses, Julio (2018). Collaboration and use of ICT as factors of professional teacher development in the Uruguayan educational context. Analysis protocol for a multiple case-study [Colaboración y uso de las TIC como factores del desarrollo profesional docente en el contexto educativo uruguayo. Protocolo de análisis para un estudio de casos múltiple]. Cuadernos de Investigación Educativa, 9(1), 13-34. doi:10.18861/cied.2018.9.1.2818

Rodó-de-Zárate, Maria, & Baylina, Mireia (2018). Intersectionality in Feminist Geographies. Gender, Place & Culture, 25(4), 547-553. doi:10.1080/0966369X.2018.1453489

Rodó-de-Zárate, Maria & Jorba, Marta (2018). ‘Madre hay más que una’: reflexiones en torno a las maternidades Lesbians. Revista Latino Americana de Geografia e Gênero, 9(2), 222-236.

Rodríguez-Gómez, David, Castro, Diego, & Meneses, Julio (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, 91-100doi:10.3916/C56-2018-09

Sáinz, Milagros, & Müller, Jörg (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

Sáinz, Milagros, Fàbregues, Sergi, Rodó-de-Zárate, Maria, Martínez-Cantos, José Luis, Arroyo, Lidia, Romano, María José (2018). Gendered motivations to pursue male-dominated STEM careers among Spanish young people: A qualitative study. Journal of Career Development, 1-6. doi:10.1177/0894845318801101 [Advanced online publication]

Webster, Juliet, Michailidou, Martha (2018). Building gender perspectives in the analysis of virtual work. International Journal of Media & Cultural Politics, 14(1), 3-18.



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.

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

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.

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

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:



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.

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.

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

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.

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.

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

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.



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

Badia, A., Meneses, J., & García, C. (2015). Technology use for teaching and learning. Píxel-Bit. Revista de Medios y Educación, 46, 9-24.

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.

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.

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 Empleo y Seguridad Social. Economía y Sociología, 116, 175-212. Retrieved from

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

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



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

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

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