33. Gender and Education
Paper
Hep Mobile Application on Regulating Problematic Internet Use of Women University Students: Perceived Academic Contributions
Sonay Caner Yıldırım1, Zahide Yıldırım2
1Erzincan Binali Yıldırım University, Türkiye; 2Middle East Technical University, Türkiye
Presenting Author: Caner Yıldırım, Sonay
*The authors would like to acknowledge the networking support from COST Action CA19122 (EUGAIN: European Network For Gender Balance in Informatics; https://eugain.eu/), supported by COST (European Cooperation in Science and Technology; www.cost.eu).
The Internet, an indispensable resource with its vast potential and easy accessibility, also brings negative aspects that can impact our mental, physical, and psychological well-being. Recent academic studies have focused on problematic Internet use (PIU), which refers to excessive or maladaptive use of the Internet, resulting in negative consequences in various aspects of an individual's life, including their academic performance. The consequences for young adults, including university students, who are among the most affected groups, have been explored (Caner-Yıldırım & Yıldırım, 2022; Saletti et al., 2021; Strasser, 2017). Various intervention programs have been suggested (Öztürk & Özmen, 2016), but few have been implemented (Saletti et al., 2021), and interventions targeting women's PIU are scarce (Aydin et al., 2022).
Individual well-being can be enhanced through self-control, which requires understanding self-regulation, the management of one's feelings, thoughts, and actions (Baumeister, 2018). Research has shown that PIU can negatively impact academic achievement, making it a crucial area of investigation. Kirschner and Karpinski (2010) found that students with high levels of PIU had lower grade point averages (GPAs) than their peers with lower PIU levels. Similarly, Junco (2012) discovered that excessive use of social media, a common component of PIU, was correlated with reduced academic performance. PIU, considered a behavioral addiction (Monaghan, 2014), can be mitigated using self-regulation strategies (Billieux & Van der Linden, 2012). One such strategy is mental contrasting with implementation intentions (MCII), combining two separate self-regulation strategies. Mental contrasting involves visualizing a desired future, followed by the current negative situation, creating a strong connection that motivates individuals to act (Oettingen, 2012). While mental contrasting strengthens goal commitment, implementation intentions provide a possible action plan to overcome anticipated obstacles (Gollwitzer, 1993). This approach may help address the relation between PIU and self-regulation, thereby improving academic performance. Research has shown the effectiveness of combining these strategies (Duckworth & Carlson, 2013; Gawrilow et al., 2013; Martenstyn & Grant, 2021).
This study aims to investigate the perceived academic effectiveness of the "hEp" MCII mobile app intervention, designed to improve women students' academic performance by reducing PIU. The findings of this research may have broader implications for understanding and addressing PIU and its effects on academic performance among university students across Europe. By examining the effectiveness of the "hEp" MCII mobile app intervention, this study could provide insights for policymakers, educational institutions, and mental health professionals to develop targeted interventions and support systems for students struggling with PIU.
Methodology, Methods, Research Instruments or Sources Used2.1 Research Question
What is the perceived academic effectiveness of the hEp, which aims to improve the academic performance of women university students by reducing their PIU?
2.2 Research Design
Design-based research is the most appropriate method for designing and implementing systematic interventions that allow for continued refinement of initial designs and ultimately lead to improvements in the theoretical and practical goals that inform implementation. hEp, developed in accordance with design-based research, emerged from analyzing women university students' PIU as a problem that negatively impacts their academic performance, examining the characteristics of an intervention program designed for this problem, and developing a mobile application for this problem. The application was developed in iterative cycles and tested and improved during these cycles.
2.3 Study Group
Women university students who perceived their Internet use behavior to be problematic, who perceived their academic performance to be inadequate for this reason, and who wanted to change their Internet use behavior were voluntarily enrolled in this study by purposive sampling. The demographics of the participants according to each cycle presented as follow:
Cycle Age Range PIU Level of Participants
1 21 - 24 1 low, 2 moderate, 1 high
2 20 - 32 2 no PIU, 2 high
3 21 - 28 1 low, 5 moderate
4 20 -25 1 moderate, 1 high
2.4 Data Collection Instrument
A semi-structured interview protocol was created to explore participants' views on the perceived academic effectiveness of hEp and updated across cycles. This protocol asked questions about academic behaviors before and after hEP, and how behaviors related to Internet use during studying changed after using hEP.
2.5 Data Analysis
The qualitative content obtained in this study was analyzed using the content analysis method (Strauss & Corbin, 1998). Data analysis was conducted in accordance with data management. The interviews were transcribed and codes were searched for in the transcripts. Then, the codes for the research question were searched by close reading. In this direction, the data were divided into appropriate sections and codes were assigned to symbolize these sections. After the codes were created, they were classified into meaningful, abstract, and larger clusters called themes. The themes and codes were arranged in a hierarchical order.
Conclusions, Expected Outcomes or FindingsThe academic effectiveness theme (n= 18, f= 133) refers to participants' evaluation of hEP on various characteristics related to its academic effectiveness. Several subthemes emerged under this theme. These are: Empowering Goal Attainment, Changing Study Plans and Behavior, Changing Internet Use Behavior, Controlling Academic Procrastination, Providing Support and Guidance, and Increasing Academic Self-Efficacy (Only first three themes were explained due to the word limit).
Empowering goal attainment (n= 17, f= 39) refers to hEp's support of participants in achieving their goals. Thirteen participants indicated that after completing the hEP, they felt obligated to focus on the goal, prioritized achieving the goal in their thoughts, and felt that the hEP gave them responsibility in this sense. In this way, they remained committed to their goals and achieved them efficiently. Eleven participants said they were more disciplined and determined in working toward their goals thanks to hEp. They emphasized that they work in a more planned and programmed manner, that they are able to set their steps more clearly and decisively against situations that hinder them, that they are able to work without getting up from the table (without getting busy with other things), and that they show a more willing attitude.
The change in study plans and behavior sub-theme (n= 12, f= 27) reflects participants' statements about changes in their work plans and behavior after using hEp. The most common participant expression of change was overcoming resistance. Five participants stated that they had some negative habits about studying before using hEp that they were able to overcome with hEp.
The sub-theme of changing Internet use behavior (n= 12, f= 24) refers to the change in participants' internet usage behavior after using hEp. Twelve participants emphasized that they reduced their internet usage time in parallel to using hEp.
ReferencesAydin, B., Misirli, Ö., & Atakan, S. (2022). Online Psycho-Instructional Model: For Women Victims of Cyber Bullying & Cyber Harassment. In Proceedings of The 7th International Academic Conference on Humanities and Social Sciences (IACHSS 2022). Paris, France: Diamond Scientific Publishing.
Baumeister, R. (2018). Self-regulation and self-control: Selected works of Roy F. Baumeister. Routledge.
Billieux, J., & Van der Linden, M. (2012). Problematic use of the Internet and self-regulation: A review of the initial studies. The Open Addiction Journal, 5, 24-29.
Caner-Yıldırım, S., & Yıldırım, Z. (2022). Psychometric Properties of Turkish Version of Generalized Problematic Internet Use Scale-2 and the Relationship Between Internet Use Patterns and Problematic Internet Use. International Journal of Mental Health and Addiction, 1-23.
Duckworth, A. L., & Carlson, S. M. (2013). “Self-regulation and school success.” Self-regulation and autonomy: Social and developmental dimensions of human conduct, 40, 208.
Gollwitzer, P. M. (1993). Goal achievement: The role of intentions. European review of social psychology, 4(1), 141-185.
Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198.
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
Monaghan, S. C. (2014). Problematic Internet use: A unique expression of the addiction syndrome (Order No. 3626922). Available from ProQuest Dissertations & Theses Global. (1564215260).
Oettingen, G. (2012). Future thought and behaviour change. European review of social psychology, 23(1), 1-63.
Öztürk, E., & Özmen, S. K. (2016). The relationship of self-perception, personality and high school type with the level of problematic Internet use in adolescents. Computers in Human Behavior, 65, 501-507.
Saletti, S. M. R., Van den Broucke, S., & Chau, C. (2021). The effectiveness of prevention programs for problematic Internet use in adolescents and youths: A systematic review and meta-analysis. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 15(2).
Stadler, G., Oettingen, G., & Gollwitzer, P. M. (2010). Intervention effects of information and self-regulation on eating fruits and vegetables over two years. Health Psychology, 29(3), 274
Strasser IV, J. F. (2016). Internet Access, Use and Academic Achievement (Master Thesis, State University of New York at Buffalo).
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Thousand Oaks, CA: Sage publications.
33. Gender and Education
Paper
Towards an Understanding of Identity as Political in Higher Education. An Ethnographic Study of Computing Education at University
Anne-Kathrin Peters1, Stefan Bengtsson2
1KTH Royal Institute of Technology, Sweden; 2Uppsala University, Department of Education
Presenting Author: Peters, Anne-Kathrin;
Bengtsson, Stefan
Gender in education has received considerable attention in the fields of science, technology, engineering, and mathematics (STEM) education in the past decades. A concern is the lack of diversity in the student population, e.g. the under-representation of women in western STEM education. Research in technology and engineering education suggests that what it means to know and engage in technology is “co-produced” together with hegemonic masculinity (Ottemo 2015). This “masculine orientation” in engineering has been addressed in research for at least four decades (Ottemo, Berge and Silfver 2020). The culture of science is repeatedly found to be aligned with social norms of white, middle-class, heterosexual men (Avraamidou and Schwartz 2021). STEM education seems to reproduce social identities, e.g. gender, and power relations.
Participation and representation in STEM education has increasingly been approached through theories of identity, which bring into attention the interplay between social structures and agency (Danielsson et al 2023). Until today, identity research draws predominantly on theories from psychology and socio-cultural theories of learning and becoming (Danielsson et al 2023). Intersectionality is seen as important and approached by considering several social identity categories, through so called “additive identities” (e.g. students being a women + black + low income) (Avraamidou 2020). The political dimension of identity constructions is under-studied, as has been argued by Chronaki and Kollosche (2019).
In this paper, we explore the construction of identity in and through education as political (contested) and queer addressing critiques of existing work that explores gender and technology as stable. A prominent finding is that science and technology is positioned around gendered dichotomies, as rational, objective, reductionist or technical rather than empathetic, embracing subjective experience, as well as complex societal questions (eg. Ottemo, Berge, Silfver 2020). These positions are mapped on to the gender binaries (male / female) as stable categories thereby contributing to reproducing traditional understandings of gender and separation (Landström 2007). By conceiving identity construction as queer and political, we seek to contribute with alternative understandings of identity, which we, by empircal examples show to also exist in the classroom.
We draw on Laclau and Mouffe’s (1985/2001) discourse framework to study identity as political and queer. Laclau and Mouffe argue that the subject emerges only once it cannot constitute its social position in or through existing social positions or discourses. In those “political moments”, the individual is in a position to alter existing configurations of meaning and power.
We illustrate identity construction as political analysing data collected in an ethnographic study in two subsequent courses in technology education, more specifically computing education, i.e. education about digital technologies and their development. We ask the following research questions:
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What gender and technology identity discourses are being produced?
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What discourses gain status, i.e. what power relations are being produced through social interaction?
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How are identities and power structures being challenged in political acts of identification?
The research has been conducted as a follow-up study to a longitudinal interview study (anonymous) that suggests that students give up their broader interests in society, art or politics and instead adapt to becoming a seemingly narrow-minded programmer who identifies with solving well-defined technical problems through program code. Some students struggle to adapt to this presumably masculine way of engaging in IT. The aim with this follow-up ethnographic study was to get a deeper understanding of social constructions of computing and gender in the classroom.
Methodology, Methods, Research Instruments or Sources UsedThe ethnographic study (Gobo and Molle 2017) was conducted in two courses at a swedish university, over a period of one and a half semesters. The students are in their second year of study of computer science or IT engineering. The first course is a large programming course running over a whole semester, the amount of credits corresponding to two thirds of full time studies. The second course on user-dentred system design follows the programming course. It introduces the students to human, societal, or ethical aspects of technology development.
The first programming course has a reputation of being the best course with one of the best teachers. A longitudinal study (anonymous) suggests that this course has a great impact on the students, who align to ways of being and doing that are produced in the course. The second course has been questioned by students. Several teachers have developed the course to increase the students interest. The courses seem to differ in that they embrace the technical and social, human, in different ways and as such incorporate tensions that the teachers and students may meet with political acts of identification.
The first author collected field notes. In the first course, she participated in 10 hours of lectures, 15 hours of labs and 1 hour outside the exam hall, talking to the students after the exam. In the second course, she participated in 7 hours of lectures, 1 hour of seminar, 1 hour of labs, 1,5 hours of project meetings, as well as 1 hour of final project presentation.
The field notes and data such as lecture slides, assignments, course evaluations were transferred to Atlas.Ti. The analysis was mostly done by the first author, but also jointly with the second author. The data analysis consisted of three steps:
Step 1: Open Coding on identity in relationship to the content of computing education. We looked for ways of being, knowing, and practicing (identity construction) that were offered through the teacher and social interaction.
Step 2: Analysis of identity discourses and relationships among them. The identification of discourses is analytically made by focusing on paradoxes, contradictions, or tensions in the ways (patterns) of being and knowing as they are performed, performed and recognised.
Step 3: Exploring alternative constitutions of identity once discourses of identity and relations of dominance are identified. As a part of this, we interrogate binary constructions of identity in these discourses.
Conclusions, Expected Outcomes or FindingsWe see and interrogate the positioning of computing as technical, rational, centring around gaining control over machines (cf Faukner 2001, Ottemo et al 2020). Being a programmer is associated to being a nerd by the celebrated teacher in the first course who introduces himself as a nerd and programming as a nerdy thing. The nerd image of computing is seen as one reason for the absence of women (Faukner 2001). Also, the benefit of programming for humanity is questioned by the programming teacher. However, the ways the teacher performs being a nerd and doing programming also challenges existing understandings of identity.
The teacher performs the identity of being a nerd as being in close, bodily, affective relationship with the computer, in which he (a question is if he is identifying as male in this instance) is both subject and object in relation to the computer. The human is involved with both body and mind. This queers our understanding of the distinction of human and computer and also our understanding of gender being co-produced with technology in education.
The teacher advocates low-level programming that involves manipulating and knowing the machine (human as subject) and also being shaped in thoughts and feelings by the machine (human as object). In many lectures, the teacher is programming in class. At one time, he writes a code snippet that he admits not even programmers can understand. He explains this is “not to make macho points”. It is his way of thinking and expressing himself that evolved in the relationship with the computer.
Focusing on the queer and political can give new understandings of gender in education, and new possibilities for developing equitable education. One could ask how to make the user and society more experiential, possibly building on the relationship to the computer.
ReferencesAvraamidou, L. (2020) Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens. Cultural Studies Science Education 15, 323–345
Avraamidou, L., & Schwartz, R. (2021). Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science. Cultural Studies of Science Education, 16(2), 337–344.
Chronaki, A., & Kollosche, D. (2019). Refusing mathematics: A discourse theory approach on the politics of identity work. ZDM, 51(3), 457–468, Springer
Danielsson, A.T., King, H., Godec, S. et al. (2023) The identity turn in science education research: a critical review of methodologies in a consolidating field. Cult Stud of Sci Educ.
Faulkner, W. (2001). The technology question in feminism: A view from feminist technology studies. Women’s Studies Int. Forum 24(1), 79–95.
Gobo, G. & Molle, A. (2017). Doing Ethnography. 2nd Edition. Sage
Laclau, E., and Mouffe, C. (1985/2001). Hegemony and Socialist Strategy: Towards a Radical Political Politics. 2nd Ed. London and New York: Verso.
Landström, C. (2007). Queering feminist technology studies. Feminist Theory, 8(1), 7–26.
Ottemo, A. (2015). Kön, kropp, begär och teknik. Passion och instrumentalitet på a två tekniska högskoleprogram [Gender, body, desire, and technology: passion and instrumentality in two technical university programs]. PhD Thesis. University of Gothenburg
Ottemo, A., Berge, M., & Silfver, E. (2020). Contextualizing technology: Between gender pluralization and class reproduction. Science Education, 104(4), 693–713.
33. Gender and Education
Paper
Gender-Focused Training for Researchers. An Analysis of Doctoral Studies in Spanish Public Universities
Adelina Calvo-Salvador
University of Cantabria, Spain
Presenting Author: Calvo-Salvador, Adelina
The aim of this research is to analyse what gender-focused training is offered in Spanish public universities within the framework of doctoral studies, given the importance of this approach for the development of a quality, equitable and inclusive science that promotes sustainability (European Commission, 2020; UNCTAD, 2011).
In Spain, those who enter a doctoral programme receive a period of training provided by their doctoral schools (unique to each university) which forms part of their research training. There are two types of training: (1) specific to the field of each doctoral programme and (2) transversal, i.e. the same for all doctoral students at the same university (Real Decreto 99/2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado).
This study analyses the extent to which research with a gender focus is present as a transversal training proposal in doctoral studies for all researchers, regardless of their field of specialisation. This training is essential for those who are embarking on a research career, given the biases that exist in the fields of science, technology and innovation.
A gender-focused analysis of science and technology fields in Europe reveals a discriminatory situation which is reflected in the existence of horizontal and vertical segregation. Horizontal segregation illustrates the existence of highly feminised (e.g. life sciences) and masculinised (e.g. engineering) areas of knowledge. Vertical segregation reflects the low presence of women in positions of scientific and technological power, leadership and management (Unidad de Mujeres y Ciencia, 2010).
Since the European Commission made equality in research and innovation a priority in 2012, statistics have shown that progress in this area has been slow and was limited by the Covid-19 pandemic. The data illustrate that this equality must continue to be supported by different laws, programmes and bodies at national and European level (European Commission, Directorate-General for Research and Innovation, 2021).
In the Spanish university context, the equality units of each university (created under the Organic Law for the effective equality of women and men, 2007) are responsible for ensuring equality. To this end, they have undertaken several actions including proposing diagnostic studies on the situation of men and women in each of these institutions, preparing equality plans and developing or translating relevant studies on gender bias in research, as well as promoting good practices to address these biases (RUIGEU, 2022).
The Law on Science, Technology and Innovation (2011, later amended in 2022) establishes the gender perspective as a transversal category in scientific and technical research and innovation. It also proposes different mechanisms to guarantee effective equality between men and women in all these fields.
European science, technology and innovation policies are supported by a legal framework that allows universities and research organisations to develop work that addresses these biases. This is necessary if we consider scientific evidence on gender biases at two levels: (1) structural, as shown by the data on access and promotion in the scientific careers of men and women (Delgado, 2014; European Commission, Directorate-General for Research and Innovation, 2021; Massó, Golías and Nogueira, 2022) and (2) epistemological, as reflected by the biases in the object and method of research in different disciplines (European Communities, 2009; European Commission, 2013 and 2020; Korsvik and Rustad, 2018; Ruiz Cantero, 2019). These two levels are highly interrelated (González Ramos, 2018).
Methodology, Methods, Research Instruments or Sources UsedThis research is based on three pillars: (1) the rich legacy of feminist and gender studies, which have identified biases in the object and method of research in very different fields of knowledge (Hesse-Biber, 2012), (2) European Commission priorities on the creation of a European Research Area that promotes gender-focused, inclusive and quality research, as well as the presence and consolidation of women in the fields of science, technology and innovation (European Institute for Gender Equality, 2022) and (3) Spanish science policy which, in line with the European framework, has developed a legal framework to make equality between men and women effective in all areas, including research, technology and innovation (Unidad de Igualdad Ministerio de Ciencia, Innovación y Universidades, 2019).
It analyses gender and feminist training in doctoral studies during the 2021-2022 academic year in Spanish public universities. The focus has been placed on this perspective as it is central to achieving the competences that doctoral students need, such as the ability to design and implement a substantial research process or the ability to contribute to expanding the frontiers of knowledge through original research (Real Decreto, 99/2011).
Content analysis (Elo and Kyngäs, 2008) was applied to the training offered by the doctoral schools which is reflected on the website of each university (n=51). The number of training programmes analysed corresponds to 50 Spanish public universities and the G9 (group of 9 Spanish single-province universities) which also offer transversal training for doctoral students from the 9 universities in the consortium (Cantabria, Castilla-La Mancha, Extremadura, Balearic Islands, La Rioja, Oviedo, Basque Country, Public University of Navarra and Zaragoza) through their shared digital campus.
The research questions are:
• What kind of training in gender and/or feminist research is being delivered to doctoral students in Spanish universities?
• Can such training be considered sufficient?
• What significant gaps have been identified in this training?
This study has been carried out within the framework of the R+D+i project entitled Researching new socio-educational scenarios for the construction of global citizenship in the 21st century (Reference PID2020-114478RB-C21), financed by the State Research Agency in its call for research proposals focused on societal challenges.
Conclusions, Expected Outcomes or FindingsFrom the total number of training courses analysed (n=51), training with a gender and/or feminist research focus was found in 26 cases. This type of training is offered in one of the following formats:
- The gender perspective appears as a specific and reduced content within a more general course dealing with issues such as ethics in research (n=2).
-A course on this subject, but only for some doctoral programmes and fields of knowledge. It is specific training that is not offered to all doctoral students (n=3).
-Training with a gender focus in research as a transversal course (n=13). Courses vary in length and content.
- A doctoral programme on gender and feminist research (n=13).
-A complete doctorate and a transversal training course (n=4) with a gender and/or feminist focus in research.
In 7 cases there is no information on transversal training on the the doctoral school’s website and in 18 cases no training with a gender and/or feminist focus in research is offered to doctoral students.
The data show that the gender focus and feminist research are not training perspectives within the reach of all future Spanish researchers. Therefore, it is important to continue working to expand this provision, both in terms of the number of courses and their content. This would enrich future research with a renewed perspective offered by studies on women and gender and allow a more inclusive, diverse and equitable science to be achieved (Biglia and Vergés-Bosch, 2016). This is especially urgent in fields of knowledge such as Health Sciences, given the negative consequences of gender-blind scientific research for women’s health (Ruiz Cantero, 2019).
ReferencesBiglia, B. and Vergés-Bosch, N. (2016). Cuestionando la perspectiva de género en la investigación. Revista d´Innovació i Recerca en Educació, 9 (2), 12-29.
Delgado, L. M. (2014). La promoción de la igualdad de género en la ciencia española. Investigaciones feministas, 5, 232-258. http://dx.doi.org/10.5209/rev_INFE.2014.v5.47761
Elo, S. and Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x
European Communities (2009). Gender in research - Toolkit and Training - Gender in research as a mark of excellence on behalf of the Directorate-General for Research. Bruselas. https://op.europa.eu/en/publication-detail/-/publication/c17a4eba-49ab-40f1-bb7b-bb6faaf8dec8
European Commission (2013). Gendered Innovation. How Gender analysis contributes to research. Report of the Expert Group “Innovation through Gender”. Paris. https://op.europa.eu/en/publication-detail/-/publication/d15a85d6-cd2d-4fbc-b998-42e53a73a449
European Commission (2020). Gendered Innovation II. How Gender analysis contributes to research. H2020 Expert Group to update and expand “Gendered Innovations/ Innovation through Gender” . Paris. http://genderedinnovations.stanford.edu/GI%202%20How%20Inclusive%20Analysis%20Contributes%20to%20R&I.pdf
European Commission, Directorate-General for Research and Innovation (2021). She figures 2021. Gender in research and innovation: statistics and indicators. Publications Office. https://data.europa.eu/doi/10.2777/06090
European Institute for Gender Equality (2022). Gender equality in academia and research : GEAR tool step-by-step guide, Publications Office of the European Union. https://data.europa.eu/doi/10.2839/354799
González Ramos, A. M. (dir.) (2018). Mujeres en la ciencia contemporánea. La aguja y el camello. Barcelona, Icaria.
Hesse-Biber, S. N. (Ed.) (2012). The Hadbook of Feminist Research. Boston, Sage.
Korsvik, T. R. and Rustad, L. M. (2018). What is the gender dimension in research? Case studies in interdisciplinary research. Kilden. https://kjonnsforskning.no/sites/default/files/what_is_the_gender_dimension_roggkorsvik_kilden_genderresearch.no_.pdf
Massó, M. Golías, M. and Nogueira, J. (2022). Brecha salarial de género en las universidades públicas españolas. Informe final. Universidad de la Coruña-ANECA -CRUE. https://www.crue.org/wp-content/uploads/2022/03/INFORME_BRECHA_SALARIAL.pdf
Real Decreto 99/2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado.
RUIGEU-Red Universitaria de Unidades de Igualdad de Género (2022). Las políticas de igualdad universitarias. https://www.uv.es/ruigeu2/EncuestaRUIGEU22.pdf
Ruiz Cantero, M. T. (Coord.) (2019). Perspectiva de género en medicina. Barcelona, Fundación Dr. Antoni Esteve. https://www.esteve.org/libros/perspectiva-de-genero-en-medicina/
Unidad de Mujeres y Ciencia, 2010. Libro blanco. Situación de las mujeres en la ciencia española. Ministerio de Ciencia e Innovación. Madrid.
Unidad de Igualdad del Ministerio de Ciencia, Innovación y Universidades (2019). Presencia de mujeres en el personal de la universidad y en la I+D+i. https://www.ciencia.gob.es/InfoGeneralPortal/documento/f97aa94d-9c13-4c5e-b47a-a8ae1e8280f2
UNCTAD-United Nations conference on trade and development (2011). Applying a Gender Lens to Science, Technology and Innovation. UN, New York and Geneva. https://unctad.org/system/files/official-document/dtlstict2011d5_en.pdf
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