2025
Romero-Moreno, A. [Aran]. (2025). Toward an Intersectional Theory of Practice: Integrating Pierre Bourdieu’s and Patricia H. Collins’s Thought. Sociological Theory, 43(2), 141-156. https://doi.org/10.1177/07352751251320952 – OPEN ACCESS – Link to full text
Roqueta-Fernàndez, M. [Marta], & Cozzo, E. [Emanuele]. (2025). The Impact of Spanish Repression on the Evolution of the Catalan Networked Public Sphere During the Post-Referendum Crisis (2017–2022). Ethnopolitics. https://doi.org/10.1080/17449057.2023.2275886 – OPEN ACCESS – Link to full text – First published online 20 Nov 2023
2024
Agrazal-García, J. [Janeth] Gordon-De Isaacs, L. [Lydia], Escalante-Barrios, E. L. [Elsa Lucia], & Fàbregues, S. [Sergi] (2024). Prevention practices of Hantavirus in a rural community in Panama: An explanatory sequential mixed methods study. Journal of Transcultural Nursing. https://doi.org/10.1177/10436596241259207
Cacace, M. [Marina], Pugliese, F. [Francesca], Tzanakou, C. [Charikleia], Müller, J. [Jörg], Denis, A. [Alain], Sangiuliano, M. [Maria]. (2024). Certifying complexity? The case of a European gender equality certification scheme for research-performing organizations, Science and Public Policy, 51(2), 261–273. https://doi.org/10.1093/scipol/scad069 – OPEN ACCESS – Link to full text – First published online 4 November 2023
Fàbregues, [Sergi], Younas, [Ahtisham], Escalante-Barrios, E. L. [Elsa Lucía], Molina-Azorín, J. F. [Jose Francisco]; & Vázquez-Miraz, P. [Pedro]. (2024). Toward a Framework for Appraising the Quality of Integration in Mixed Methods Research. Journal of Mixed Methods Research. https://doi.org/10.1177/15586898241257555 – OPEN ACCESS – Link to full text
Fernández de Castro Sanabria, P. [Pedro], Bretones, E. [Eva], Solé, J. [Jordi], Meneses, J. [Julio], Aranda, D. [Daniel], Sampedro, V. [Víctor]. (2024). Alfabetización digital para la educación social: de las competencias digitales a los conocimientos críticos, Educar 2024, 60(1), 49-65. https://doi.org/10.5565/rev/educar.1722 – OPEN ACCESS – Link to full text – First published online 13 September 2023
Garrido-Skurkowicz, N. [Natalia], Wittek, R. [Rafael], & la Roi, C. [Chaïm]. (2024). Performance of Hybrid Organisations. Challenges and Opportunities for Social and Commercial Enterprises. Journal of Social Entrepreneurship, 15(3), 1058-1087. https://doi.org/10.1080/19420676.2022.2115529 – First published online 20 September 2022
Inayat, S. [Shahzad] , Younas, A. [Ahtisham], Fàbregues, S. [Sergi], & Ali, P. [Parveen] (2024). Premature Closure of Analysis in Qualitative Research: Identifying Features and Mitigation Strategies. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241234187 – OPEN ACCESS – Link to full text – First online publication
Melián, E. [Efrem], & Meneses, J. [Julio] (2024). Alone in the Academic Ultraperiphery: Online Doctoral Candidates’ Quest to Belong, Thrive, and Succeed. The International Review of Research in Open and Distributed Learning, 25(2), 114–131. https://doi.org/10.19173/irrodl.v25i2.7702 – OPEN ACCESS – Link to full text
Melián, E. [Efrem], Reyes, J. I. [José Israel], & Meneses, J. [Julio] (2024). The online PhD dropout: narratives and meanings of withdrawal. Distance Education, 1–16. https://doi.org/10.1080/01587919.2024.2389247
Peters, M. [Mitchell], & Fàbregues, S. [Sergi]. (2024). Missed opportunities in mixed methods ed-tech research? Illustrative example of meta-joint Display development as a mixed methods analytical technique for achieving integration at multiple levels. Educational Technology Research and Development, 72, 2477–2497 (2024). https://doi.org/10.1007/s11423-023-10234-z – OPEN ACCESS – Link to full text – First published online 11 May 2023
Reyes, J. I. [José Israel], Melián, E. [Efrem], & Meneses, J. [Julio] (2024). “I’ve built a shield around myself, I’ll finish and that’s it”: coping strategies among online students with disabilities. European Journal of Special Needs Education, 1–15. https://doi.org/10.1080/08856257.2024.2370148
Reyes, J. I. [José Israel], & Meneses, J. [Julio] (2024). ¿Es inclusivo el aprendizaje colaborativo? Estudio de caso sobre su implementación en una universidad en línea. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 83–101. https://doi.org/10.5944/ried.27.2.39072 – OPEN ACCESS – Link to full text
Sáinz, M. [Milagros], Upadyaya, K. [Katja]. (2024). The development of social science motivation across the transition to high school education. Current Psychology, 43(10), 9152–9163. https://doi.org/10.1007/s12144-023-05035-9 – OPEN ACCESS – Link to full text – First published online 10 August 2023
Younas, A. [Ahtisham], Durante, A. [Angela], & Fàbregues, S. [Sergi]. (2024). Understanding the Nature of and Identifying and Formulating “Research Problems” in Mixed Methods Research. Journal of Mixed Methods Research, 18(4), 483-502. https://doi.org/10.1177/15586898231191441 – OPEN ACESS – Link to full text – First published online 25 July 2023
Younas, A. [Ahtisham], Durante, A. [Angela], Fàbregues, S. [Sergi], & Escalante-Barrios, E. L. [Elsa Lucia] (2024). Strategies for educators to teach mixed methods research: A discussion. The Qualitative Report, 29(3), 831-845. https://doi.org/10.46743/2160-3715/2024.6464 – OPEN ACCESS – Link to full text
Younas, A. [Ahtisham], & Fàbregues, [Sergi]. (2024). Particularity, Engagement, Actionable Inferences, Reflexivity, and Legitimation tool for rigor in mixed methods implementation research. Journal of Nursing Scholarship. https://doi.org/10.1111/jnu.12977
2023
Castelló, E. [Enric], & Romano, M. J. [María José] (2023). Shepherdesses: new representations of rural women in Spain. Feminist Media Studies, 23(4), 1659-1675. https://doi.org/10.1080/14680777.2021.1992646 – OPEN ACCESS – Link to full text
Chandanabhumma, P. P. [P.Paul], Fàbregues, S. [Sergi] , Oetzel, J. [John], Duran, B. [Bonnie], & Ford, C. [Chandra] (2023). Examining the influence of group diversity on the functioning of community-based participatory research partnerships: A mixed methods study. American Journal of Community Psychology. ISSN: 1573-2770. doi: https://doi.org/10.1002/ajcp.12626 – OPEN ACCESS – Link to full text
Fàbregues, S. [Sergi], Sainz, M. [Milagros], Romano, M.J.[María Jose], Escalante-Barrios, E. L. [Elsa Lucía], Younas, A. [Ahtisham], & López-Pérez, B-S. [Beatriz-Soledad] (2023). Use of mixed methods research in intervention studies to increase young people’s interest in STEM: A systematic methodological review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.956300 – OPEN ACCESS – Link to full text
Fernández de Castro Sanabria, P. [Pedro], Bretones, E. [Eva], Solé, J. [Jordi], Meneses, J. [Julio], Aranda, D. [Daniel], Sampedro, V. [Víctor]. (2023). Alfabetización digital para la educación social: de las competencias digitales a los conocimientos críticos, Educar 2024, 60, 149-65. https://doi.org/10.5565/rev/educar.1722 – OPEN ACCESS – Link to full text – First online publication
Fresán, U. [Ujué], Bernard, P. [Paquito], Fàbregues, S. [Sergi], Boronat, A. [Anna], Araújo-Soares, V. [Vera], König, L. [Laura], & Chevance, G. [Guillaume] (2023). A Smartphone Intervention to Promote a Sustainable Healthy Diet: Protocol for a Pilot Study. JMIR Research Protocols, 12:e41443. ISSN: 1929-0748. doi: https://doi.org/10.2196/41443 – OPEN ACCESS – Link to full text
Guetterman, T. [Timothy C.], Molina-Azorin, J. [José F.], & Fàbregues, S. [Sergi] (2023). Editorial. The need to rigorously develop common quality guidelines for reporting mixed methods research. Journal of Mixed Methods Research, 17(1), 6-11. https://doi.org/10.1177/15586898221143561 – OPEN ACCESS – Link to full text – Editorial material
Kalpazidou Schmidt, E. [Evanthia], Palmén, R. [Rachel], & Bührer, S. [Susanne]. (2023). Policy-making and evaluation of gender equality programmes: Context, power, and resistance in the transformation process. Science and Public Policy, scac064. https://doi.org/10.1093/scipol/scac064 – OPEN ACCESS – Link to full text
Melián, E. [Efrem], Reyes, J. I. [José Israel], & Meneses, J. [Julio] (2023). The Online PhD Experience: A Qualitative Systematic Review. The International Review of Research in Open and Distributed Learning, 24(1), 137-158. https://doi.org/10.19173/irrodl.v24i1.6780 – OPEN ACCESS – Link to full text
Müller, J. [Jörg]. (2023). Challenges and Opportunities for Building Alliances for Greater Gender Equality. A Commentary on the Symposium ‘Don’t Fix Women, Fix Academia? Gender Inequality in National Academic Contexts.’ Sociologica, 17(2):125–30. https://doi.org/10.6092/issn.1971-8853/18242 – OPEN ACCESS – Link to full text
Petroff, A. [Alisa], & Fierro, J. [Jaime] (2023). Crowd work in STEM-related fields: A window of opportunity from a gender perspective? Sociology Compass, 17(3), e13058. https://doi.org/10.1111/soc4.13058 – OPEN ACCESS – Link to full text
Pujol-Busquets, G. [Georgina], Smith, J. [James], Fàbregues, S. [Sergi], Bach-Faig, A. [Anna], & Larmuth, K. [Kate] (2023). Community assessment for a low-carbohydrate nutrition education program in South Africa. Nutrients 15, no. 1: 67. https://doi.org/10.3390/nu15010067 – OPEN ACCESS – Link to full text
Reyes, J. I. [José Israel], Meneses, J. [Julio], & Xavier, M. [Marlon] (2023). Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices. Journal of Special Education Technology, 38(3), 370-383. https://doi.org/10.1177/01626434221131772 – OPEN ACCESS – Link to full text
Roqueta-Fernàndez, M. [Marta], & Caldeira, S. P. [Sofia P]. (2023). Situating #MeToo: a comparative analysis of the movement in Catalonia and Portugal. Media, Culture & Society, 0 (0). https://doi.org/10.1177/01634437231179351 – OPEN ACCESS – Link to full text
Sáinz, M. [Milagros], & Malpica, C. [Claudia]. (2023). Gender gaps in the evaluation of academic abilities and their role in shaping study choices. Educational Studies. https://doi.org/10.1080/03055698.2023.2210713 – OPEN ACCCESS – Link to full text – First online publication
Sáinz, M. [Milagros], & Upadyaya, K. [Katja]. (2023). The development of social science motivation in the transition to high school education. Current Psychology. https://doi.org/10.1007/s12144-023-05035-9 – OPEN ACCESS – Link to full text – First online publication
Sáinz, M. [Milagros], Upadyaya, K. [Katja], & Fábregues, S. [Sergi]. (2023). Editorial: Initiatives to raise young people’s interest and participation in STEM. Frontiers in Psychology, 14:1151715. https://doi.org/10.3389/fpsyg.2023.1151715 – OPEN ACCESS – Link to full text – Editorial material
Younas, A. [Ahtisham], Fàbregues, S. [Sergi], Creswell, J. W. [John W]. (2023). Generating Metainferences in Mixed Methods Research: A Worked Example in Convergent Mixed Methods Designs. Methodological Innovations. https://doi.org/10.1177/20597991231188121 – OPEN ACCESS – Link to full text
Younas, A. [Ahtisham], Fàbregues, S. [Sergi], Durante, A. [Angela], Escalante, E. L. [Elsa Lucía], Inayat, S. [Shahzad], & Ali, P. [Parveen]. (2023). Proposing the “MIRACLE” narrative framework for providing thick description in qualitative research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069221147 – OPEN ACCESS – Link to full text
2022
Bach-Faig, A. [Anna], Wickramasinghe, K. [Kremlin], Panadero, N. [Natalia], Fàbregues, S. [Sergi], Rippin, H. [Holly], Halloran, A. [Afton], Fresán, U. [Ujué], Pattison, M. [Mary], Breda, J. [Joao] (2022). Consensus-building around the conceptualisation and implementation of sustainable healthy diets: A foundation for policymakers. BMC Public Health, 22, 1480. https://doi.org/10.1186/s12889-022-13756-y – OPEN ACCESS – Link to full text
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. https://doi.org/10.3390/a15090303 – OPEN ACCESS – Link to full text
Fàbregues, S. [Sergi], Mumbardó-Adam, C. [Cristina], Escalante-Barrios, E. [Elsa], Hong, Q-N. [Quan Nha], Edelstein, D. [Dick], Vanderboll, K. [Kathryn], & Fetters, M. [Michael] (2022). Mixed Methods Intervention Studies in Children and Adolescents with Emotional and Behavioral Disorders: A Methodological Review. Research in Developmental Disabilities, Vol 126, 104239. https://doi.org/10.1016/j.ridd.2022.104239 – OPEN ACCESS – Link to full text
Fierro, J., Parella, S., Güell Torrent, B. & Petroff, A. (2022). Educational Achievement Among Children of Latin American Immigrants in Spain. Journal of International Migration and Integration, 23(4), 1921-1940. doi: 10.1007/s12134-021-00918-x
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. https://doi.org/10.1177/14687968211073134 – OPEN ACCESS – Link to full text
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. https://doi.org/10.1007/s41109-022-00458-y – OPEN ACCESS – Link to full text
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. https://doi.org/10.1080/19420676.2022.2115529 – First online publication
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. https://doi.org/10.3389/fpsyg.2022.906072 – OPEN ACCESS – Link to full text
Melián, E. [Efrem], Mata, S [Sílvia]., & Meneses, J. [Julio] (2022). La atención al alumnado con discapacidad en la educación superior en línea: El caso de la Universitat Oberta de Catalunya. Àmbits de Psicopedagogia i Orientació, 56, 80-92. http://doi.org/10.32093/ambits.vi56.5042 – OPEN ACCESS
Melián, E. [Efrem], & Meneses, J. [Julio] (2022). Getting ahead in the online university: Disclosure experiences of students with apparent and hidden disabilities. International Journal of Educational Research, 114, 101991. https://doi.org/10.1016/j.ijer.2022.101991 – OPEN ACCESS – Link to full text
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), 122-139. https://doi.org/10.14742/ajet.7543 – OPEN ACCESS – Link to full text
Peters, M. [Mitchell], Pérez, A. [Antoni], & Fàbregues, S. [Sergi] (2022). A systematic mapping of E-Learning research: An interdisciplinary and multi-paradigmatic perspective from the Universitat Oberta de Catalunya. Electronic Journal of e-Learning, 20(4). https://doi.org/10.34190/ejel.20.4.2327 – OPEN ACCESS – Link to full text
Petroff, A. [Alisa], Sáinz, M. [Milagros], & Arroyo, L. [Lídia] (2022). A Multilevel Qualitative Perspective to Gendered Life Course, Socialization, and STEM Trajectories Among Emerging Adults in Spain. Emerging Adulthood, 10(5), 1256-1268. https://doi.org/10.1177/21676968211021678
Reyes, J. I. [José Israel], & Meneses, J. [Julio] (2022). Advising college students with dis/abilities in online learning. Distance Education, 43(4), 526-542. https://doi.org/10.1080/01587919.2022.2121264 – OPEN ACCESS – Link to full text
Reyes, J. I. [José Israel], Meneses, J. [Julio], & Melián, E. [Efrem] (2022). A systematic review of academic interventions for students with disabilities in Online Higher Education. European Journal of Special Needs Education, 37(4), 569-586. https://doi.org/10.1080/08856257.2021.1911525 – OPEN ACCESS – Link to full text
Rodó-Zárate, M. [Maria], & Jorba, M. [Marta]. (2022). Metaphors of intersectionality: Reframing the debate with a new proposal. European Journal of Women’s Studies, 29(1), 23–38. https://doi.org/10.1177/1350506820930734
Roqueta-Fernàndez, M. [Marta]. (2022). 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 Sociales, 19(1), 115-117. https://doi.org/10.5209/tekn.76569 – OPEN ACCESS – Link to full text
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. https://doi.org/10.3389/fpsyg.2022.954996 – OPEN ACCESS – Link to full text
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, 37:2, 383-411. https://doi.org/10.1080/02134748.2022.2040865 – OPEN ACCESS – Link to full text
Thomson, A. [Aleksandra], Palmén, R. [Rachel], Reidl, S. [Sybille], Barnard, S. [Sarah], Beranek, S. [Sarah], Dainty, A. [Andrew R. J] & Hassan, T. [Tarek M.]. (2022). 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, 31(1), 36-54. https://doi.org/10.1080/09589236.2021.1935804 – OPEN ACCESS – Link to full text
Xavier, M. [Marlon], & Meneses, J. [Julio] (2022). Persistence and time challenges in an open online university: A case study of the experiences of first-year learners. International Journal of Educational Technology in Higher Education, 19, 31. https://doi.org/10.1186/s41239-022-00338-6 – OPEN ACCESS – Link to full text
Xavier, M. [Marlon], Meneses, J. [Julio], & Fiuza, P. J. [Patricia Jantsch] (2022). Dropout, stopout, and time challenges in open online higher education: A qualitative study of the first-year student experience. Open Learning: The Journal of Open, Distance and e-Learning. https://doi.org/10.1080/02680513.2022.2160236 – OPEN ACCESS – Link to full text
Younas, A. [Ahtisham]; Cuoco, A. [Angela]; Vellone, E. [Erco]; Fàbregues, S. [Sergi]; Escalante-Barrios, E. [Elsa], & Durante, A [Angela] (2022). Contextual coding in qualitative research involving participants with diverse sociocultural backgrounds. The Qualitative Report, 27(11), 2509-2527. ISSN: 1052-147. https://doi.org/10.46743/2160-3715/2022.5702 – OPEN ACCESS
Younas, A. [Ahtisham], Fàbregues, S. [Sergi], & Durante, A. [Angela] (2022). Approaches for educators to effectively teach research and research methods. Evidence-Based Nursing, 25(4), 114-115. ISSN: 1468-9618. http://dx.doi.org/10.1136/ebnurs-2022-103606
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. https://doi.org/10.1002/nop2.1115 – OPEN ACCESS – Link to full text
2021
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. https://doi.org/10.5755/j01.ppaa.20.3.28371 – OPEN ACCESS – Link to full text
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. https://doi.org/10.3390/ijerph18052499 – OPEN ACCESS – Link to full text
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. https://doi.org/10.3390/children8020074 – OPEN ACCESS – Link to full text
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. https://doi.org/10.1371/journal.pone.0252014 – OPEN ACCESS
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. https://doi.org/10.1177/15586898211001974 – OPEN ACCESS – Link to full text
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. https://doi.org/10.3145/epi.2021.sep.16 – OPEN ACCESS – Link to full text
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, Volume 5. https://doi.org/10.1016/j.metip.2021.100080 – OPEN ACCESS – Link to full text
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. https://doi.org/10.1007/s11205-021-02635-5
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. https://doi.org/10.1371/journal.pone.0246702 – OPEN ACCESS – Link to full text
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. https://doi.org/10.3758/s13428-020-01444-x – OPEN ACCESS – Link to full text
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. https://doi.org/10.3390/admsci11040138 – OPEN ACCESS – Link to full text
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. https://doi.org/10.1002/jid.3521
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. https://doi.org/10.1016/j.ijintrel.2021.03.004 – OPEN ACCESS – Link to full text
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. https://doi.org/10.3390/educsci11090507 – OPEN ACCESS – Link to full text
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. https://doi.org/10.1177/21582440211047573 – OPEN ACCESS – Link to full text
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. https://doi.org/10.3389/feduc.2021.684543 – OPEN ACCESS – Link to full text
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. https://doi.org/10.19173/irrodl.v23i1.5652 – OPEN ACCESS – Link to full text
2020
Arroyo, Lidia (2020). Implications of Digital Inclusion: Digitalization in Terms of Time Use from a Gender Perspective. Social Inclusion, 8(2), 180-189. http://dx.doi.org/10.17645/si.v8i2.2546 – OPEN ACCESS – Link to full text
Bührer, Susanne, Kalpazidou Schmidt, Evanthia, Palmén, Rachel, & Reidl, Sybille (2020). Evaluating gender equality effects in research and innovation systems. Scientometrics. https://doi.org/10.1007/s11192-020-03596-1 – OPEN ACCESS
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. https://doi.org/10.3390/ijerph17218248 – OPEN ACCESS
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. https://doi.org/10.3390/ijerph17113853 – OPEN ACCESS
González-Pérez, Susana, Mateos de Cabo, Ruth, & Sáinz, Milagros (2020). Girls in STEM: Is It a Female Role-Model Thing? Front. Psychol., 11:2204. https://doi.org/10.3389/fpsyg.2020.02204 – OPEN ACCESS
Martínez-Cantos, José Luis, & Rodó-de-Zárate, María (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. https://doi.org/10.5565/rev/athenea.2453 – OPEN ACCESS
Palmén, Rachel, Arroyo, Lidia, Müller, Jörg, Reidl, Sybille, Caprile, Maria, & Unger, Maximillian (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. https://doi.org/10.1016/j.evalprogplan.2019.101751 – OPEN ACCESS – Link to full text
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. http://doi.org/10.25222/larr.182 – OPEN ACCESS
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. https://doi.org/10.3390/nu12040894 – OPEN ACCESS
Rodó-Zárate, Maria (2020). Gender, Nation, and Situated Intersectionality: The Case of Catalan Pro-independence Feminism. Politics & Gender, 16(2), 608-636. https://doi.org/10.1017/S1743923X19000035
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 Development, 47(4), 408–423. https://doi.org/10.1177/0894845318801101 – OPEN ACCESS – Link to full text
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 – OPEN ACCESS
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. https://doi.org/10.1080/02134748.2020.1721049
Striebing, Clemens, Kalpazidou Schmidt, Evanthia, Palmén, Rachel, Holzinger, Florian, & Nagy, Beata (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. https://doi.org/10.1016/j.evalprogplan.2019.101749
2019
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 – OPEN ACCESS – Link to full text
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. https://www.raco.cat/index.php/EducacioSocial/article/view/354070/446528 – OPEN ACCESS – Link to full text
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 – OPEN ACCESS – Link to full text
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. https://doi.org/10.12114/j.issn.1007-9572.2019.00.534 – OPEN ACCESS
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 – OPEN ACCESS – Link to full text
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 – OPEN ACCESS – Link to full text
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). Intersectionality for and from Queer Urban Activism Viewed through Lesbian Activism in Barcelona. Geography Research Forum, 39(1), 152-166
Rodó-Zárate, Maria, & Baylina, Mireia (2019). Presentació. Geografies de les Sexualitats, Documents d’Anàlisi Geogràfica, 65(3), 441- 449. Retrieved from: https://dag.revista.uab.es/article/view/v65-n3-rodo-baylina/607-pdf-ca – OPEN ACCESS
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 – OPEN ACCESS – Link to full text
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 – OPEN ACCESS – Link to full text
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
2018
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: https://doi.org/10.1386/cjcs.10.2.247_1
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 – OPEN ACCESS
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. https://doi.org/10.5212/Rlagg.v.9.i2.0010 – OPEN ACCESS
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, 91-100. doi:10.3916/C56-2018-09 – OPEN ACCESS
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
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
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: https://doi.org/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. https://europeanscienceediting.org.uk/articles/genport-your-gateway-to-gender-and-science-resources/
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. https://doi.org/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. https://doi.org/10.5212/Rlagg.v.7.i1.0001
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., 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/
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. https://doi.org/10.1007/s11199-014-0424-2
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. https://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. https://doi.org/10.5565/rev/educar.727
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 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. https://doi.org/10.15581/004.27.63-90
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, núm. Especial Congreso ICQI, 1-19. https://www.researchgate.net/publication/328450277_Como_hacer_investigacion_participativa_con_la_construccion_de_un_mapa
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.
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 http://revistes.iec.cat/index.php/RCS/issue/view/4985
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. https://doi.org/10.1177/0963662509336712
López Sáez, M., Puertas, S., & Sáinz Ibáñez, M. (2011). Why don’t girls choose technological studies? Adolescents’ stereotypes and attitudes towards high school subjects. The Spanish Journal of Psychology, 14(1), 74-87. https://doi.org/10.5209/rev_SJOP.2011.v14.n1.6
Müller, J. (2011). Aesthetics and mediation. Empedocles: European Journal for the Philosophy of Communication, (2)1, 63-78. https://doi.org/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. http://genderandset.open.ac.uk/index.php/genderandset/article/view/170
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. https://econpapers.repec.org/article/bxrbxrceb/2013_2f108956.htm
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. 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. https://genderandset.open.ac.uk/index.php/genderandset/article/view/169
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. https://ideas.repec.org/a/bxr/bxrceb/2013-108958.html
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. http://genderandset.open.ac.uk/index.php/genderandset/article/view/59
Müller, J. (2010). Review of ‘Becoming an Engineer in Public Universities: Pathways for Women and Minorities’. Editors: Kathryn M. Borman, Will Tyson and Rhoda H. Halperin. International Journal of Gender, Science and Technology, 2(3), 465–468. https://genderandset.open.ac.uk/index.php/genderandset/article/view/117
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. https://doi.org/10.1016/j.compedu.2009.09.007
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Castaño Collado, C., González Ramos, A. M. (2009). El empleo femenino en el sector TIC empresarial. Pensamiento Iberoamericano, 5, 235-272. https://eco.mdp.edu.ar/cendocu/repositorio/00741.pdf
Castaño C., Sáinz, M., González Ramos, A.M., Palmén, R., & Müller, J. (2009). Gender and innovation for corporate change in ICT: Culture as continuity or change for women workers? Retrieved from https://www.researchgate.net/publication/278006799_Gender_and_innovation_for_corporate_change_in_ICT_Culture_as_continuity_or_change_for_women_workers
Garcia Hom, A., Moles Plaza, R., Fàbregues Feijóo, S., & Palmén, R. (2009). From precautionary inadequacy to participatory risk management. Futures, (41)5, 260-268. 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. http://dx.doi.org/10.5565/rev/papers/v93n0.700
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. Revista madri+d. Monografía: revista de investigación en gestión de la innovación y tecnología, 21, 118-126. https://bit.ly/2kFvnAI Link to full text
Castaño Collado, C. (2008). La segunda brecha digital y las mujeres. Revista TELOS (Revista de Pensamiento, Sociedad y Tecnología), 75, 24-33. https://telos.fundaciontelefonica.com/archivo/numero075/la-segunda-brecha-digital-y-las-mujeres/?output=pdf Link to full text