Journal papers



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. doi:10.5565/rev/athenea.2453

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. Advance online publication. doi:10.1016/j.evalprogplan.2019.101751

Sáinz, Milagros, Martínez-Cantos, José Luis, & Meneses, Julio (In press, 2020). Gendered patterns of coping responses to academic sexism in a group of Spanish students. Revista de Psicología Social. International Journal of Social Psychology. doi:10.1080/02134748.2020.1721049

Sáinz, Milagros, Upadyaya, Katja & Salmelo-Aro, Katariina (forthcoming, 2020). The co-development of science, math, and language interest among Spanish and Finnish secondary school students. European Journal of Education

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. Advance online publication. doi: 10.1016/j.evalprogplan.2019.101749

Striebing, Clemens, Palmén, Rachel, & Reidl, Sybille (Eds.).  (forthcoming, 2020) Special Issue of Evaluation and Program Planning. Measuring the Impact of Gender Equality on the Innovation System.



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

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. doi:10.12114/j.issn.1007-9572.2019.00.534.

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


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

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.

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: 10.4438/1988-592X-RE-2017-376-350


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. doi:10.2436/20.3002.01.113.

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

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. Retrieved from

Pérez Zapata, O., Álvarez Hernández, G., Castaño Collado, C., & La Hera Sánchez, A. (2015). Sostenibilidad y calidad del trabajo en riesgo: la intensificación del trabajo del conocimiento. Revista del Ministerio de Trabajo y Asuntos Sociales, 116, 175-212. Retrieved from

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

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

Meneses, J., Fàbregues, S., Jacovkis, J., & Rodríguez-Gómez, D. (2014). La introducción de las TIC en el sistema educativo español (2000-2010): Un análisis comparado de las políticas autonómicas desde una perspectiva multinivel. Estudios sobre Educación, 27, 63-90. Retrieved from

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

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.

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


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

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

Martínez Cantos, J.L. (2013). Habilidades digitales y brecha de género en Europa (2007-2011). Revista de Estudios Empresariales. Segunda época, 2, 4-28. Retrieved from

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


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  

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

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

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


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

Garcia Hom, A., Moles Plaza, R., & Palmén, R. (2011).  The framing of Risk and Implications for Policy and Governance: The Case of EMF. Public Understanding of Science, (20)3, 319-333. Retrieved from

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

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

Müller, J. (2011). Gendering the Millennials.  Analyzing Staff Responses to New Student  Profiles in  Spanish ICT Higher Education. International Journal of Gender, Science and Technology, (3)2, 424-444. Retrieved from

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

Palmén, R. (2011). Girls, Boys and ICT in the UK: An Empirical Review and Competing Policy Agendas. International Journal of Gender, Science and Technology, (3)2, 407-423. Retrieved from

Sáinz Ibáñez, M. (2011). Factors which influence Girls’ orientations to ICT subjects in schools. Evidence from Spain. International Journal of Gender, Science and Technology, 2(3), 387-406. Retrieved from

Webster, J. (2011). Changing the Landscape of Women in Science, Engineering and Technology: the Experience of the UK. Brussels Economic Review / Cahiers economiques de Bruxelles, 54(2), 341-359. Retrieved from{973f38f2103d51d876dca70e6831e30c6a586ba395c130b41c97ba08f8704c0a}20WEBSTER.pdf


Herman, C., & Webster, J. (2010). Taking a Lifecycle Approach: Redefining Women Returners to Science, Engineering and Technology. International Journal of Gender, Science and Technology, (2)2, 179-205. Retrieved from  

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


Castaño Collado, C., González Ramos, A. M. (2009). El empleo femenino en el sector TIC empresarial. Pensamiento Iberoamericano, (2)5, 235-272. Retrieved from   

Garcia Hom, A., Moles Plaza, R., Fàbregues Feijóo, S., & Palmén, R. (2009). From precautionary inadequacy to participatory risk management. Futures, (41)5, 260-268. Retrieved from

Garcia Hom, A., Moles Plaza, R., Palmén, R., & Fàbregues Feijóo, S. (2009). Reconsiderando la gestión de riesgos en entornos sociotécnicos. Papers: revista de sociologia, 93, 103-126. Retrieved from  


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

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


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