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Journal articles on the topic 'Women – Education – Spain'

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Published: 10 March 2023

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1

Valis, Noel M., and Janet Perez. "Contemporary Women Writers of Spain." Hispania 71, no. 4 (December 1988): 832. http://dx.doi.org/10.2307/343279.

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2

Deleón, María Antonia García. "ACADEMIC WOMEN IN SPAIN: AN ELITE SUBJECT TO DISCRIMINATION." Higher Education in Europe 18, no. 4 (January 1993): 78–92. http://dx.doi.org/10.1080/0379772930180407.

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3

Solé-Auró, Aïda, Unai Martín, and Antía Domínguez Rodríguez. "Educational Inequalities in Life and Healthy Life Expectancies among the 50-Plus in Spain." International Journal of Environmental Research and Public Health 17, no. 10 (May 19, 2020): 3558. http://dx.doi.org/10.3390/ijerph17103558.

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This study computes educational inequalities in life expectancy (LE), healthy life expectancy (HLE), and unhealthy life expectancy (ULE) by gender and education level in Spain in 2012. Death registrations and vital status by level of education were obtained from Spain’s National Institute of Statistics. Health prevalences were estimated from the National Health Survey for Spain. We used Sullivan’s method to compute HLE, ULE, and the proportion of time lived with health problems. Our results reveal that Spanish women live longer than men in all education groups, but a higher proportion of women report poor health. We detect substantial differences in unhealthy life by gender and education, with higher effect for women and for those with low levels of education. Poor self-perceived health shows the largest educational gradient; chronic diseases present the lowest. This is the first work that provides evidence on health inequalities by education level in Spain. Our findings seem to be in line with reports of the smaller social inequalities experienced in Southern Europe and highlight the importance of education level on extending the proportion of years spent in good health in a Mediterranean country.
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4

Garcia, Maria-Carmen, and Gema Fernandez-Aviles. "Are Men And Women Different In European Higher Education Area?" Journal of International Education Research (JIER) 7, no. 5 (October 3, 2011): 41–48. http://dx.doi.org/10.19030/jier.v7i5.6116.

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One of the principles of universities is to include and promote teaching and research in gender equality and non discrimination in all academic fields of training. But this is not easy to measure. This paper proposes a qualitative methodology to measure the problem and applies it to the University of Castilla-La Mancha (Spain).
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5

Dios-Aguado, Mercedes de, María Teresa Agulló-Ortuño, María Idoia Ugarte-Gurrutxaga, Benito Yañez-Araque, Brígida Molina-Gallego, and Sagrario Gómez-Cantarino. "Nutritional Health Education in Pregnant Women in a Rural Health Centre: Results in Spanish and Foreign Women." Healthcare 9, no. 10 (September 29, 2021): 1293. http://dx.doi.org/10.3390/healthcare9101293.

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The dietary behaviour of pregnant women, as well as the socio-cultural conditions in which pregnancy takes place, influence obstetric outcomes. To analyse the influence of socioeconomic factors and dietary habits on obstetric outcomes in Spanish and foreign pregnant women living in a rural environment, a population-based, prospective-observational study in a cohort of Spanish and foreign pregnant women in the town of Yepes, in the province of Toledo, Spain was conducted. Foreign pregnant women are ecodependent on their partners, have secondary education and low socioeconomic level. Spanish pregnant women have secondary education, a medium socio-economic level, live with their partners and are economically independent. Moreover, 85% of Spanish pregnant women gave birth at term and reached a gestational age of 40 ± 1.83 weeks. However, only 55% of foreign pregnant women reached a gestational age of 39.72 ± 2.28 weeks. Through health education, pregnant women in this geographical area of Castilla la Mancha, Spain, adopted bicultural dietary patterns, thus reaching the prescribed diet of 2000 Kcal. Through this diet, both Spanish and foreign pregnant women maintained albumin and plasma protein levels within the established range, with no significant differences in obstetric outcomes among pregnant women in the study.
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6

Friedman, Edward H., and Joan F. Cammarata. "Women in the Discourse of Early Modern Spain." Hispania 88, no. 3 (September 1, 2005): 487. http://dx.doi.org/10.2307/20063130.

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7

Schlau, Stacey, and Bárbara Mujica. "Women Writers of Early Modern Spain: Sophia's Daughters." Hispania 88, no. 2 (May 1, 2005): 304. http://dx.doi.org/10.2307/20140932.

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8

Rodriguez-Alvarez, Elena, Nerea Lanborena, and Luisa Borrell. "Obesity Inequalities According to Place of Birth: The Role of Education." International Journal of Environmental Research and Public Health 15, no. 8 (July 31, 2018): 1620. http://dx.doi.org/10.3390/ijerph15081620.

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This study examined obesity inequalities according to place of birth and educational attainment in men and in women in Spain. A cross-sectional study was conducted using data from the Spanish National Health Survey 2011–2012 and from the European Health Survey in Spain 2014. We used data for 27,720 adults aged 18–64 years of whom 2431 were immigrants. We used log-binomial regression to quantify the association of place of birth with obesity before and after adjusting for the selected characteristics in women and in men. We found a greater probability of obesity in immigrant women (PR: 1.42; 95% CI: 1.22–1.64) and a lower probability of obesity in immigrant men (PR: 0.73; 95% CI: 0.59–0.89) relative to natives after adjustment. Significant heterogeneity was observed for the association of place of birth and obesity according to education in men (p-interactions = 0.002): Men with lower educational levels (PR: 0.47; 95% CI: 0.26–0.83) have a protective effect against obesity compared with their native counterparts. This study suggests that place of birth may affect obesity in women and in men. However, this effect may be compounded with education differently for women and men.
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9

Antolinez-Domínguez, Inmaculada, and Esperanza Jorge-Barbuzano. "IZAZOVI U IDENTIFICIRANJU RANJIVOSTI MIGRATNTICA NA JUŽNOJ GRANICI EUROPE: DOPRINOSI IZ BIOGRAFSKIH NARATIVA." Annual of Social Work 28, no. 1 (July 29, 2021): 153–80. http://dx.doi.org/10.3935/ljsr.v28i1.328.

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In the 1980s, the Southern Frontier of Spain became one of the southern borders of the European Union after Spain entered into the European Economic Community (EEC). On the African continent, the Spanish cities of Ceuta and Melilla that border with Morocco are physically separated from Spain by the Mediterranean Sea. Those two cities became a privileged enclave for immigration control, but also for the detection of vulnerable conditions of the migrant population. This paper has a double objective: to describe the action research developed in the Center for the Temporary Residence of Immigrants in Ceuta and to analyze 49 biographical interviews with women residents of the Center within the framework of saidaction research. The results show the diversity of situations of vulnerability in which migrant women can find themselves in this border context. Hence, it is important to rethink the intervention to avoid secondary victimization within critical and humanistic models of intervention. This work, precisely, addresses the design of a tool for biographical narratives from the perspectives of integral health and care.
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10

Gutierrez, Enrique Javier Diez. "Female Principals in Education: Breaking the Glass Ceiling in Spain." Paidéia (Ribeirão Preto) 26, no. 65 (December 2016): 343–50. http://dx.doi.org/10.1590/1982-43272665201611.

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Abstract Spanish schools are characterised by having a high proportion of female staff. However, statistics show that a proportionately higher number of men hold leadership positions. The aim of this study was to analyse the reasons why this is so, and to determine the motivations and barriers that women encounter in attaining and exercising these positions of greater responsibility and power. Questionnaires were administered to 2,022 female teachers, 430 female principals and 322 male principals. In addition, semi-structured interviews were held with 60 female principals, 14 focus group discussions were held with female principals and 16 autobiographical narratives were compiled with female principals and school inspectors. The reasons identified were related to structural aspects linked to the patriarchal worldview that is still dominant in our society and culture. Nevertheless, we also found motivations among women for attaining and exercising leadership roles.
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11

Maier, Carol S., Carolyn L. Galerstein, and Kathleen McNerney. "Women Writers of Spain: An Annotated Bio-Bibliographical Guide." Hispania 71, no. 1 (March 1988): 85. http://dx.doi.org/10.2307/343207.

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12

Nichols, Geraldine Cleary, and Joan L. Brown. "Women Writers of Contemporary Spain: Exiles in the Homeland." Hispania 75, no. 1 (March 1992): 96. http://dx.doi.org/10.2307/344740.

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13

Macías González, Gizelle Guadalupe, and Maria Nuria Salan Ballesteros. "Profile of female students of engineering universities in Mexico and Spain." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 121–26. http://dx.doi.org/10.18844/prosoc.v3i1.1758.

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Gender studies in higher education have emerged in parallel to reflections and rising feminist movement. The main objectives of academic feminism are related to women's visibility improvement as well as soft skills developers’ roles. But a gap in TECH studies can be detected. Women studies in higher education are mostly related to life and social sciences,behavioral, journalism and information, business and management and law, in contrast to engineering, architecture,manufacturing, construction, ICT or any kind of TECH studies. Thus, the main objective of this work is related to survey design in order to develop a qualitative research to inquire about TECH higher education, female population profile, both at UdGCUALTOS (Guadalajara, Mexico) and UPC (Barcelona, Spain).This profile can provide some influent identity elements, related to perceptions and expectations of women-TECH, deemed appropriate from their professions as engineers. From these results, it should be possible to draw gender alternatives for future generations in TECH environments.Keywords: Gender studies, women students, engineering, higher education, expectations.
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14

Albert, Cecilia, and Josep-Oriol Escardíbul. "Education and the empowerment of women in household decision-making in Spain." International Journal of Consumer Studies 41, no. 2 (November 15, 2016): 158–66. http://dx.doi.org/10.1111/ijcs.12326.

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15

Giner, Elisenda, Laura Ruiz, Ma ÁNgeles Serrano, and Rosa Valls. "Free Women's Contributions to Working-Class Women's Sexual Education during the Spanish Civil War (1936–1939) and Beyond." Teachers College Record: The Voice of Scholarship in Education 118, no. 4 (April 2016): 1–38. http://dx.doi.org/10.1177/016146811611800401.

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Background/Context Women's sexuality, and the ways they experience it, has been a major topic in feminist theories and movements throughout history. For the more than 20,000 working-class women who participated in the Free Women movement in Spain (the libertarian women's movement, which started in 1936), women's sexuality was also a key topic in both their process of empowerment and their claims and activities. Purpose The objective of this article is twofold. First, it explores the ways in which the Free Women movement helped improve the personal lives of women in that period. Second, this article analyzes how the libertarian women's movement contributed to the sexual education and encouraged other women to have sexual and affective relationships free of violence. Research Design The article is constructed based on the life stories of two women who participated in the Free Women's movement. Our analysis also draws from an in-depth review of literature on the libertarian movement and sexual education as well as of historical documents about the libertarian movement of that time. Findings/Results Our data reveal that thousands of women experienced personal transformations through their involvement in the libertarian movement, a social revolution that affected the entire society. Reflections on free love, the eradication of prostitution, and the promotion of “conscious motherhood” were leading ideas in both the educational activities that Free Women organized for working-class women and in the activists’ own personal lives. These women's ideas on sexuality contributed to the creation of a society with more egalitarian and free relationships based on mutual support, solidarity, and collective and community-based action. This article shows how the Free Women were historically independent agents whose multiple achievements and transformations have been largely ignored. Conclusions/Recommendations The article concludes by discussing how the main features of the Free Women's libertarian women's movement are present in the preventive socialization of gender violence that is currently being developed in some educational projects in Spain. In particular, the Free Women's contributions help students construct relationships free of violence.
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16

Perez, Janet, and John C. Wilcox. "Women Poets of Spain, 1860-1990. Toward A Gynocentric Vision." Hispania 81, no. 4 (December 1998): 874. http://dx.doi.org/10.2307/345779.

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17

Alayeto, Ofelia L., and Susan Kirkpatrick. "Las Románticas: Women Writers and Subjectivity in Spain, 1835-1850." Hispania 75, no. 2 (May 1992): 322. http://dx.doi.org/10.2307/344034.

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18

Bailey, Bill. "One Man's Education: A Testimony to Internationalism." Harvard Educational Review 55, no. 1 (April 1, 1985): 101–9. http://dx.doi.org/10.17763/haer.55.1.x093gh5891765250.

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Bill Bailey was working as a union organizer in Hawaii in 1936 when the Spanish Civil War broke out. Fascist troops led by Franco rebelled against Spain's democratically elected Republican government. The U.S. government declared a policy of nonintervention that prohibited the shipment of arms to the Republican Loyalists and banned travel to Spain. This policy contributed to the Fascist cause and outraged many Americans, including Bailey. Early in 1937, Bailey joined a group of American volunteers forming the Abraham Lincoln Battalion, an unpaid and nonprofessional troop of men and women who chose to fight with the International Brigade alongside the Republican Loyalists. In this article, the complexity of internationalism is expressed through Bailey's commitment to support the Spanish democracy, a decision in which he places the international cause of fighting fascism above his nation's choice not to participate. Bailey shares his memories of that period and describes his reasons for choosing the path that led him to Spain.
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19

González-Gijón, Gracia, Nazaret Martínez-Heredia, Francisco Javier Jiménez Ríos, and Andrés Soriano Díaz. "Analysis of Ecological Values in Future Education Professionals in Andalusia (Spain)." Sustainability 13, no. 14 (July 15, 2021): 7934. http://dx.doi.org/10.3390/su13147934.

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This study shows the hierarchy of values presented by first-year teacher training students studying at public universities in Andalusia (Spain), emphasising the analysis of ecological values in relation to the gender variable. For this purpose, we used a survey-type methodology with a quantitative approach. Participants were selected by means of probability sampling by clusters. The sample was finally composed of 651 students, of whom 226 were men (34.7%) and 425 women (65.3%) aged between 18 and 49 (M = 20.20 and T.D. = 3.736). The results show a high valuation of non-material aspects related to affectivity, morality, the individual and ecology, followed by values related to the body and its care, the social, the material and the aesthetic, and finally, values related to the intellectual, the political and the religious. The results show the influence of gender in the identification of ecological values and the variables that make them up, where women have higher averages in most of the items. We can therefore conclude that the gender variable influences the choice of ecological values presented by university students.
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20

Hinojosa-Alcalde, Ingrid, Ana Andrés, Pedrona Serra, Anna Vilanova, Susanna Soler, and Leanne Norman. "Understanding the gendered coaching workforce in Spanish sport." International Journal of Sports Science & Coaching 13, no. 4 (December 20, 2017): 485–95. http://dx.doi.org/10.1177/1747954117747744.

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The present study focuses on the demographic and labor characteristics of coaches in Spain. Kanter’s theory on occupational sex segregation will be used as a guiding framework. The study was conducted with 1685 coaches (82.3% men and 17.7% women) from different sports and performance domains. The results show that there is an underrepresentation of women as coaches in Spain and data highlight that coaches’ gender is related to three structural factors: opportunity, power, and proportion. The present data reveal that women are younger, less likely to be in a marriage-like relationship, less likely to have children, and more likely to have competed at a high level as an athlete when compared to their male counterparts. However, fewer women than men access and participate in coach education in Catalonia and the working status of women was different to that of men. To expand, women worked less hours, were more likely to be assistant coaches, and had less years of coaching experience. Understanding of how gender influences women’s access, progression, and retention in coaching in Spain illustrates the need for gender sport policies and practices in sport organizations. This approach can benefit not only women, but the diversity and enrichment of the coaching system.
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21

López-Villar, Cristina, and Gonzalo Ramírez-Macías. "Beyond Gym Teachers: Women Who Advocated Female Physical Education in Spain, 1850-1923." International Journal of the History of Sport 37, no. 5-6 (April 12, 2020): 414–32. http://dx.doi.org/10.1080/09523367.2020.1754200.

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22

Suárez-Ortega, Magdalena. "Across gender. Work situations of Rural Women in the South of Spain." Qualitative Research in Education 5, no. 1 (February 28, 2016): 77. http://dx.doi.org/10.17583/qre.2015.1814.

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Even though undeniable social changes such as gender discrimination have occurred, the forms of access to public education and employment, as well as the conditions under which these jobs are carried out, are often loaded with sexist biases.Using the biographical-narrative method and a combination of techniques and strategies for gathering and analysing information, the current paper presents an empirical longitudinal study examining the labour situation of rural women who participate in different employment -professional and guidance- training activities. The women´s perceptions and interpretations of their training and professional situations wereanalysed, as well as their opportunities related to finding a job when they completed their education. Additionally, this study examined the extent to which the public services for employment training were adequate andfunctionalfor women regarding whether these services achieved their anticipated aims.We concluded gender inequalities on the employment situation of women, and the importance of implementing urgent measures to fight against the employment crisis from an equality way.
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23

Suárez-Ortega, Magdalena. "Across gender. Work situations of Rural Women in the South of Spain." Qualitative Research in Education 5, no. 1 (February 28, 2016): 77. http://dx.doi.org/10.17583/qre.2016.1814.

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Even though undeniable social changes such as gender discrimination have occurred, the forms of access to public education and employment, as well as the conditions under which these jobs are carried out, are often loaded with sexist biases.Using the biographical-narrative method and a combination of techniques and strategies for gathering and analysing information, the current paper presents an empirical longitudinal study examining the labour situation of rural women who participate in different employment -professional and guidance- training activities. The women´s perceptions and interpretations of their training and professional situations wereanalysed, as well as their opportunities related to finding a job when they completed their education. Additionally, this study examined the extent to which the public services for employment training were adequate andfunctionalfor women regarding whether these services achieved their anticipated aims.We concluded gender inequalities on the employment situation of women, and the importance of implementing urgent measures to fight against the employment crisis from an equality way.
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24

Bravo-Moreno, Ana. "The Intersection of Reproductive, Work-Life Balance and Early-Education and Care Policies: ‘Solo’ Mothers by Choice in the UK and Spain." Social Sciences 10, no. 12 (November 29, 2021): 458. http://dx.doi.org/10.3390/socsci10120458.

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This article focuses on women who have opted to be mothers on their own by choice in the UK and Spain, and how their access to assisted reproductive technologies in the National Health Service was affected because they were 35 years old or older, forcing them to go to private clinics for their treatment. Having given birth to their children, the participants face a second obstacle: the lack of policies that support work-life balance. A third obstacle also arises, in the form of a lack of childcare and early-education provision, particularly in the UK. The last two obstacles affect the whole population, but they are intensified in the case of solo-mother-families where the mother is responsible for simultaneously being the caregiver and the sole economic provider. Solo motherhood by choice highlights the impact of the absence of these policies, and the inequalities that result from current contemporary conceptualizations of family, woman and early-childhood-care and education. This article draws on ethnographic research that took place in the UK and Spain where I conducted 60 in-depth interviews and participant observations. The aim is to provide an analysis capable of capturing and confronting how inequalities affect women-mothers-workers and their children.
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25

Addabbo, Tindara, Rosa María García-Fernández, Carmen María Llorca-Rodríguez, and Anna Maccagnan. "Labor force heterogeneity and wage polarization: Italy and Spain." Journal of Economic Studies 45, no. 5 (October 8, 2018): 979–93. http://dx.doi.org/10.1108/jes-03-2017-0071.

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Purpose The purpose of this paper is to assess the change in the Italian and Spanish wage polarization degree in a time of economic crisis, taking into account the factors affecting labor force heterogeneity. Gender differences in the evolution of social fractures are considered by carrying out the analysis separately for males and females. Design/methodology/approach The approach by Palacios-Gonzánlez and García-Fernández (2012) on polarization is applied to the microdata provided by the EU Living Conditions Surveys (2007, 2010 and 2012). According to Palacios-Gonzánlez and García-Fernández’s approach, polarization is generated by two tendencies that contribute to the generation of social tension: the homogeneity or cohesion within group and the heterogeneity between groups. The following labor force characteristics are considered: gender, level of education, type of contract, occupational status and job status. Findings The results for Italy reveal a higher increase of polarization for women than for men from the perspective of the type of contract. In Spain, the wage polarization of women also increases more intensively compared to men from the perspectives of level of education, job status and occupational status, while in Italy the reduction of the wage polarization index by level of education can be related, above all, to an increase in overqualification of women. Originality/value While the empirical literature on polarization has made considerable investigation into employment and job polarization, this paper explores the rather less explored matter of wage polarization. Furthermore, particular attention is paid to the impact on polarization of the Great Recession.
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26

Vollendorf, Lisa. "Good Sex, Bad Sex: Women and Intimacy in Early Modern Spain." Hispania 87, no. 1 (March 1, 2004): 1. http://dx.doi.org/10.2307/20062968.

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27

Olmos-Gómez, María del Carmen, Rafael López-Cordero, Sonia García-Segura, and Francisca Ruiz-Garzón. "Adolescents’ Perception of Religious Education According to Religion and Gender in Spain." Religions 11, no. 11 (November 19, 2020): 616. http://dx.doi.org/10.3390/rel11110616.

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The aim of our study is to verify the influence of Religious Education on Spanish adolescents by applying a quantitative study based on descriptive and social research methods which reflect the religious and social plurality of Spain, with a total of 679 secondary education students. By means of the Delphi technique, an exploratory and semi-confirmatory factor analysis, and a confirmatory analysis using structural equations, the psychometric properties of the questionnaire designed are guaranteed. Using a multivariate analysis of variance, after the Levene test, multiple comparisons are made in order to assess the difference between religions and gender with respect to school Religious Education. Significant differences and large effect sizes are found. The results show first that experiences with regard to religion in school are more positive for the group of Christian women and that of Muslim men; second, that the knowledge of religion helps in the daily development of adolescents; third, that men from the two major religious groups and Jewish women demand more autonomy; and lastly, that students consider that the curricular development of religion in school should be reviewed, although it is confirmed that Religious Education is regarded as important for their life and future development.
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28

Rahona-López, Marta, and Carmen Pérez-Esparrells. "Educational Attainment and Educational Mismatch in the First Employment in Spain." ISRN Education 2013 (April 18, 2013): 1–7. http://dx.doi.org/10.1155/2013/850827.

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This paper analyses the labour market entry of Spanish school leavers and the match between education and work at the early stages of working life, using a specific data set drawn from the Spanish Module Education to Labour Market Transitions (2000). Special attention is paid to university graduates, because Spain experienced a strong growth in the demand for higher education during the last decades of the 20th century. The empirical evidence shows that although over-education is a common phenomenon in the Spanish youth labour market, being a graduate seems to be associated with a lower likelihood of over-education in the first job. Our results indicate that over-education affects more women than men and foreigners than Spaniards.
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29

Martín-Ugedo, Juan Francisco, Antonio Mínguez-Vera, and Fabrizio Rossi. "Female directors and firm performance in Italian and Spanish listed firms." Academia Revista Latinoamericana de Administración 32, no. 3 (August 5, 2019): 411–36. http://dx.doi.org/10.1108/arla-06-2018-0124.

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Purpose The purpose of this paper is to examine the relationship between women on the board of directors and firm performance in a comparative analysis between Italy and Spain. Design/methodology/approach The generalized method of moment is employed to examine this relationship in a sample of 1,393 firm-year observations. Findings The results show that the presence of women on the board has a positive impact on the performance of Italian and Spanish firms. However, when the whole sample is divided into Italy and Spain, some results are remarkable. For Spain, the presence of women on the board has a positive influence on firm performance, whereas for Italy the authors find a negative and significant effect on firm performance. This study also finds that the “masculinity” dimension has a negative impact on firm performance. Practical implications The results of this study have several practical implications. First, masculinity differences within the countries can have a large impact on firm performance and can explain some differences between similar countries. Second, the legal system of countries might not explain adequately some differences in the decision-making process. Third, cultural values and thinking styles, in terms of masculinity, might better explain why the results on the relationship between female directors and firm performance are mixed. Fourth, the findings suggest that it is very important to promote gender equality, not only by passing laws but also taking action about the educational system. Originality/value To the best of the authors’ knowledge, this is the first study that investigates the relationship between female directors and firm performance between Italy and Spain considering the cultural differences in term of “masculinity.”
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30

García Román, Joan. "Couples’ Relative Education and the Division of Domestic Work in France, Spain, and the United States." Journal of Comparative Family Studies 52, no. 2 (June 2021): 245–70. http://dx.doi.org/10.3138/jcfs-52-2-005.

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The reversal of the gender gap in education and the emergence of couples in which the woman has a better economic or education status than her partner have been key shifts in family dynamics in recent decades. One of the consequences of this phenomenon is a more egalitarian division of tasks within couples, which is derived from the stronger resources of more educated women to negotiate roles. In this paper, I explored the division of unpaid domestic work in couples in France, Spain, and the United States (US), taking into account the level of education and the income of both members of the couple. The results show that hypogamous couples by education are more egalitarian than other types of couples, but the reversal of the gender gap in education has a relative effect on the division of housework. In that sense, better status in terms of earnings supposes more equality within the couple. However, gender inequalities persist even when the woman makes more money than her partner. A higher level of income is not sufficient to obtain more equality within the household, and other normative changes must be implemented in societies.
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Mendoza Carmona, Blanca Edurne. "Transforming ‘everyday Islam’ through feminism and higher education: second-generation Muslim women in Spain." Contemporary Levant 3, no. 1 (January 2, 2018): 44–55. http://dx.doi.org/10.1080/20581831.2018.1455345.

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32

Juárez, Sol, Bárbara A. Revuelta-Eugercios, Diego Ramiro-Fariñas, and Francisco Viciana-Fernández. "Maternal Education and Perinatal Outcomes Among Spanish Women Residing in Southern Spain (2001–2011)." Maternal and Child Health Journal 18, no. 8 (December 29, 2013): 1814–22. http://dx.doi.org/10.1007/s10995-013-1425-4.

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33

Mateo, Marivi. "The Mosque as an Educational Space: Muslim Women and Religious Authority in 21st-Century Spain." Religions 10, no. 3 (March 25, 2019): 222. http://dx.doi.org/10.3390/rel10030222.

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This article presents the results of a fieldwork project from January to April 2017 in Spanish mosques, an on-the-ground investigation using interviews with female Muslim teachers who constitute a sort of women’s movement within Islamic education in Islamic associations and schools across Spain. These women reflect on their zeal for teaching and the desire to receive an education in Islamic studies among Muslim women, students and teachers, who participate in these activities to transmit their knowledge of Islam in Spain. These female teachers form a heterodox group of interconnected educators who have acquired status within their communities, legitimized by their ability to impart Islamic religious knowledge, and who could prove to be potential alternative educational authorities in Spanish Islam. This educational activity by and for women in Spanish mosques, which has been studied by others at the European level could be seen as a revitalization of religious dynamics or as processes of re-Islamization. However, as the interviewees themselves observe, ‘we never stopped believing and practicing’, suggesting that this educational activity should be situated within the framework of the active search for Islamic knowledge in a non-Islamic European context.
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de Roda, Ana Barrón López, David Martínez-Íñigo, Pilar de Paúl, and Carlos Yela. "Romantic Beliefs and Myths in Spain." Spanish Journal of Psychology 2 (May 1999): 64–73. http://dx.doi.org/10.1017/s1138741600005461.

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Data from a representative sample of the Spanish population (1,949 participants between ages 18 and 65) were analyzed to examine the strength of the principal romantic myths and the link between sex, love, and marriage in Spain. A survey was made up and was administered by interviewers. The results show the strength of these myths and the relationship between the three above-mentioned variables. Women, people with fewer years of formal education, and older people were more likely to believe in the myths and the relation between sex, love, and marriage was stronger in these groups. The findings are discussed in terms of different psychosocial theories.
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Castro-Sánchez, Enrique, Rafael Vila-Candel, Francisco J. Soriano-Vidal, Esther Navarro-Illana, and Javier Díez-Domingo. "Influence of health literacy on acceptance of influenza and pertussis vaccinations: a cross-sectional study among Spanish pregnant women." BMJ Open 8, no. 7 (July 2018): e022132. http://dx.doi.org/10.1136/bmjopen-2018-022132.

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ObjectivesImmunisations against influenza andBordetella pertussisinfection are recommended to pregnant women in Valencia (Spain), yet vaccination rates remain low. Health literacy (HL) appears as a crucial factor in vaccination decision-making. We explored the relation between HL of pregnant women and decisions to receive influenza and pertussis immunisations.SettingUniversity hospital in Valencia (Spain).Participants119 women who gave birth at a hospital in Valencia (Spain) between November 2015 and May 2016. Women in the immediate postpartum period (more than 27 weeks of gestation), between November 2015 and May 2016 were included in the study. Women with impairments, language barriers or illiteracy which prevented completion of the questionnaires, or those who were under 18 years were excluded from enrolment.Primary and secondary outcome measuresHL level; influenza and pertussis immunisation rate; reasons for rejection of vaccination.Results119 participants were included (mean age 32.3±5.5 years, 52% primiparous, 95% full-term deliveries). A higher education level was associated with Short Assessment of Health Literacy for Spanish Adults _50 (adjusted R2=0.22, p=0.014) and Newest Vital Sign (adjusted R2=0.258, p=0.001) scores. Depending on the scale, 56%–85% of participants had adequate HL. 52% (62/119) and 94% (112/119) of women received influenza and pertussis immunisation, respectively. Women rejecting influenza vaccine had a higher HL level (measured by SALHSA_50 tool) than those accepting it (Kruskal-Wallis test p=0.022). 24% of women who declined influenza vaccination felt the vaccine was unnecessary, and 23% claimed to have insufficient information.ConclusionsInfluenza vaccination rate was suboptimal in our study. Women with high HL were more likely to decline immunisation. Information from professionals needs to match patients' HL levels to reduce negative perceptions of vaccination.
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Symeonaki, Maria, and Celestine Filopoulou. "Quantifying gender distances in education, occupation and employment." Equality, Diversity and Inclusion: An International Journal 36, no. 4 (May 15, 2017): 340–61. http://dx.doi.org/10.1108/edi-11-2016-0106.

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Purpose The purpose of this paper is to investigate the role of gender in education, occupation and employment in Southern Europe and more specifically in Greece, Italy, Portugal and Spain. The goal is to provide measures that can trace gender differences with respect to their educational and employment features in these countries, explore whether these differences converge over time and compare the patterns observed in each country given their socio-economic similarities. Design/methodology/approach This paper uses raw data drawn from the European Social Survey (ESS) for the decade 2002-2012. It provides a method for quantifying gender differences in education, occupation and employment and their evolution over time based on distance measures. Findings The results reveal that gender distances in education have gradually subsided in these countries. However, occupational choices differ steadily over the years for all countries. The paper provides, therefore, solid evidence that equalizing the level of education between men and women during those years did not result in a decrease in the occupational distances between them. Moreover, based on the latest round the findings suggest that men and women are equally likely to having experienced unemployment within the last five years. Research limitations/implications Further research could be done to include results based on raw data from the seventh round of the ESS. This may provide valuable information for Spain and Portugal who did participate in this round. Social implications This research implies that more needs to be done to accelerate progress in order to achieve gender occupational equality in Southern Europe. Originality/value This paper draws attention to issues concerning gender differences in education, horizontal and vertical segregation and employment for which it provides distance measures and evidence of how they have evolved over time, based on raw data analysis from the ESS.
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Rodríguez-Escobar, Moisés, and Francisco Rodríguez-Jiménez. "“Atlantic Gap or Network of Opportunities?” Spanish-American Cultural Relations, Women, and Diplomacy (1959-1975)." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 008. http://dx.doi.org/10.3989/chdj.2019.008.

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The geopolitical context of what would later come to be called the “global village” made governments pay more attention to their external image and the public opinion of third-world countries. The previous emphasis on the development of military or economic alliances (hard power) was complemented with alternative views, other ways of connecting with different global societies (soft power). Relations between the United States and Spain did not escape this general dynamic. Here, we evaluate the extent to which this connection affected women’s access to higher education in Spain. With the Residencia de Señoritas, there was a narrowing of the educational and cultural exchange relations between the two countries. After the abrupt cessation of the civil war, the establishment of the Fulbright program in the 1959-60 academic year allowed Spain to recover and to intensify the exchanges that had taken place since the beginning of the century. We will see what the fields of study in this prestigious exchange program were, and analyze to what extent the training received on the other side of the Atlantic facilitated the professional careers of the Spanish Fulbrigthers upon their return.
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Traver-Edo, Desiré, Gemma Escuder-Romeva, Miguel-Ángel Talavera-Valverde, and Pedro Moruno-Miralles. "Women in Forensic Mental Health Services: Lived Experiences and Meanings Attributed to Activities in Rehabilitation Programs. Study Protocol." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110131. http://dx.doi.org/10.1177/16094069211013157.

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Design: Qualitative methodology, with an interpretative phenomenological analysis approach based on the analysis of the contents of the participants’ narratives. Objective: The main objective of this study is to interpret the meanings women attribute to lived experiences related to their participation in activities in the rehabilitation programs. Specific objectives: (1) To describe the meanings given to the activities in the rehabilitation programs of a forensic mental health setting. (2) To analyze the impact on health that participants attribute to those activities. (3) To identify possible situations of occupational deprivation. Study Population and Total Number of Participants: The study population is made up of women who participate in the rehabilitation program at Hospital Psiquiátrico Penitenciario de Alicante in Spain. The number of participants is established when saturation of data is reached.
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Moles-López, Elisabet, and Fanny T. Añaños. "Factors of Prison Recidivism in Women: A Socioeducational and Sustainable Development Analysis." Sustainability 13, no. 11 (May 21, 2021): 5822. http://dx.doi.org/10.3390/su13115822.

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This article analyses women sentenced to prison in Spain (in open, closed, or ordinary regimes) to examine the risk and protection factors fundamentally related to criminal-prison recidivism. The study is national in scope, with a stratified representative sample of 756 female inmates, 446 in a closed environment and 310 in an open one. The women were surveyed using mixed questionnaires, and the data were analyzed using various tests and quantitative models of analysis. The results show the relationship between recidivism and different sociological and criminological characteristics. They highlight national origin as a risk factor for both samples. Age, addiction profile, criminal antecedents as a minor, and age at which the woman first went to prison were also assessed. Protective factors included official education, with education during the sentence as the most important, as well as courses and/or intervention programs attended. All of these issues contribute not only basic knowledge on the topic—for women while in prison and on temporary release—but also the foundations for improving prison socioeducational interventions/treatments and sustainable human development, and for preventing recidivism based on the best, most effective programs that focus on these issues.
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Oliver, E., M. Soler, and R. Flecha. "Opening schools to all (women): efforts to overcome gender violence in Spain." British Journal of Sociology of Education 30, no. 2 (March 2009): 207–18. http://dx.doi.org/10.1080/01425690802700313.

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Guichot Reina, Virginia, and Ana María De la Torre Sierra. "Identidad profesional y socialización de género: un estudio desde la manualística escolar en la España democrática." Historia y Memoria de la Educación, no. 12 (May 27, 2020): 101. http://dx.doi.org/10.5944/hme.12.2020.25599.

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The construction of professional identity is a concept that holds interest for a variety of disciplines such as Anthropology, Psychology or Pedagogy. From the perspective of social constructivism, it has a narrative, dynamic character and is shaped by the interaction of the subject with current socio-historical discourses and their interiorization. During the decade of the nineteen seventies, the labor market in Spain experienced a massive incorporation of women, brought about by social and legislative advances in education and employment. The years of Spanish democracy are essential in the configuration and renewal of female identity in the economic field. This article focuses on the influence of the school textbook - the main didactic resource used in formal education - in this configuration. It presents models and stereotypes linked to gender, with a potential influence on the transmission and configuration of a biased socio-labor culture. In order to study this influence, our research examines a total of 20 elementary education textbooks in the areas of Language and Social Sciences in two periods of democratic Spain —the so-called Transition period and the current moment—, to explore the professional identity of women linked to the economic socialization as this is conveyed through this educational tool. Our results reveal a minimal inclusion of women as economic subjects in the textbooks; the underrepresentation of females performing paid activities, as well the lack of professional diversity serve to highlight a substantial inequality in the socialization processes between men and women, contrary to the goals of coeducational teaching values.
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Andreu-Reinón, María Encarnación, José María Huerta, Diana Gavrila, Pilar Amiano, Javier Mar, Mikel Tainta, Eva Ardanaz, et al. "Incidence of Dementia and Associated Factors in the EPIC-Spain Dementia Cohort." Journal of Alzheimer's Disease 78, no. 2 (November 10, 2020): 543–55. http://dx.doi.org/10.3233/jad-200774.

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Background: Dementia has become a public health priority as the number of cases continues to grow worldwide. Objective: To assess dementia incidence and determinants in the EPIC-Spain Dementia Cohort. Methods: 25,015 participants (57% women) were recruited from three Spanish regions between 1992-1996 and followed-up for over 20 years. Incident cases were ascertained through individual revision of medical records of potential cases. Crude and age-adjusted incidence rates (IR) of dementia and sub-types (Alzheimer’s disease (AD), and non-AD) were calculated by sex. Neelson-Aalen cumulative incidence estimates at 10, 15, and 20 years were obtained for each sex and age group. Multivariate Royston-Parmar models were used to assess independent determinants. Results: Global IR were higher in women for dementia and AD, and similar by sex for non-AD. IR ranged from 0.09 cases of dementia (95% confidence interval: 0.06–0.13) and 0.05 (0.03–0.09) of AD per 1000 person-years (py) in participants below 60 years, to 23.2 (15.9–33.8) cases of dementia and 14.6 (9.1–33.5) of AD (per 1000 py) in those ≥85 years. Adjusted IR were consistently higher in women than men for overall dementia and AD. Up to 12.5% of women and 9.1% of men 60–65 years-old developed dementia within 20 years. Low education, diabetes, and hyperlipidemia were the main independent predictors of dementia risk, whereas alcohol showed an inverse association. Conclusion: Dementia incidence increased with age and was higher among women, but showed no geographical pattern. Dementia risk was higher among subjects with lower education, not drinking alcohol, and presenting cardiovascular risk factors.
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Mata-Codesal, Diana. "Linking social and financial remittances in the realms of financial know-how and education in rural Ecuador." Migration Letters 10, no. 1 (January 1, 2013): 23–32. http://dx.doi.org/10.33182/ml.v10i1.108.

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This article explores the links between financial and social remittances in the context of Ecuadorian migration to the US and Spain. Ethnographic research on remittance patterns and impacts was carried out in two villages in Southern highland Ecuador. Each site has a different migration and remittance reception profile, in the broad contexts of Ecuadorian regular migration to Spain versus irregular migration to the US. In the specific cases in this research there are links between social and financial remittances in the realm of migrants’ and their relatives’ dealings with the Ecuadorian banking system. Experiences prior to migration and exposure while abroad heavily shape their financial behaviour. A second set of links was identified in the sphere of education. These links are highly gendered with non-migrant women getting ahead of their male peers in educational attainment.
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de Gabriel, Narciso. "The entrance of women into the teaching profession in Spain (1855–1940)." History of Education 43, no. 3 (April 7, 2014): 334–54. http://dx.doi.org/10.1080/0046760x.2014.896050.

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45

Padyab, Mojgan, David Reher, Miguel Requena, and Glenn Sandström. "Going It Alone in Later Life: A Comparative Analysis of Elderly Women in Sweden and Spain." Journal of Family Issues 40, no. 8 (March 2, 2019): 1038–64. http://dx.doi.org/10.1177/0192513x19831334.

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This article compares the determinants of living alone in later life in Spain and Sweden, two countries with relatively similar levels of economic development from a global view point but different family systems and institutional contexts. With microdata coming from census (Spain) and linked administrative registers (Sweden), logistic regression techniques, including a nonlinear regression–based decomposition of differences between, are used to estimate the weight of different factors behind the residential choices of elderly women. Theoretical expectations are validated. Levels of living alone are associated with age, childlessness, marital status, and education in both populations. Population characteristics (compositions effects) explain only a small part of the differences in living alone between both countries, while behaviors (rate effects) account for the larger part of the variation. Therefore, among elderly women proximate determinants of living arrangements produce different outcomes in different sociocultural environments largely determined by existing family systems.
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La Parra-Casado, Daniel, Javier Arza-Porras, and Jesús Francisco Estévez. "Health indicators of the National Roma Integration Strategy in Spain in the years 2006 and 2014." European Journal of Public Health 30, no. 5 (May 8, 2020): 906–10. http://dx.doi.org/10.1093/eurpub/ckaa070.

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Abstract Background In 2011, the European Commission adopted the European framework for the National Roma Integration Strategies (NRISs) 2020, which focussed on four areas: education, employment, health and housing. In 2012 Spain approved its Strategy 2012–20, one of the central aims of which is to reduce social inequalities in health that affect the Roma population. Our objective was to analyze changes in health inequalities between the Roma population and the general population in Spain in the years 2006 and 2014. Methods The Spanish National Health Surveys (NHSs) 2006 (n = 29 478) and 2012 (n = 20 884) and the NHS of the Spanish Roma Population 2006 (n = 933) and 2014 (n = 1155) were compared. This study considered the variables included in NRIS 2012–20: self-perceived health, tobacco use in men, traffic accidents in men and women, obesity in women and gynaecological visits. Results Despite the adoption of the NRIS 2012–20, there were no observed improvements in health between 2006 and 2014 in the Roma population. Nor was there a reduction in inequalities in health concerning the general population in Spain. Also, there was no reduction in the health inequalities by gender for the two populations. Conclusions Health is determined in part by social factors including education, employment, housing and also by anti-Roma discourses and discrimination. Improving the health of the Roma population requires a multi-sectoral approach with a gender perspective.
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Gómez-Carrasco, Cosme Jesús, and Sergio Gallego-Herrera. "La pervivencia de estereotipos de género en la enseñanza de la historia. Un estudio a través de libros de texto y las percepciones del alumnado de educación secundaria en España." Revista Electrónica Educare 20, no. 3 (August 9, 2016): 1. http://dx.doi.org/10.15359/ree.20-3.1.

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The aim of this paper is to study the persistence of gender stereotypes in History Education. This study is conducted through an iconographic analysis of textbooks and the perception of students in Secondary Education in Spain. The educational reforms carried out in Spain over the last twenty five years have improved some aspects of gender equality, especially the introduction of some cross-cutting themes related to this subject. However, investigations related to sexism in school materials have revealed the persistence of some gender clichés. To do this research, we have analysed 128 pictures on three History textbooks for fourth grade students of Compulsory Secondary Education in Spain. In the analysis, various categories were combined and they allowed a multifactorial study. Furthermore, these data have been contrasted with the answers given to a questionnaire on gender stereotypes by 152 students of two grades. The results show that, despite the improvement of textbooks, an imbalance still survives in the representation of male and female genders and in the images associated with them. In the answers to the questionnaire, disparate findings are also perceived. Although some sexist prejudices seem to be overcome, especially those related to the role of men and women at home, images and negative stereotypes about gender relations and women’s role still persist.
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Gutierrez Garcia, Raul Alejandro, María De la Villa Moral Jiménez, Kalina Isela Martínez Martínez, and Rogaciano González-González. "Narrations of mental health of young women Not in Education, Employment or Training (NEET) from Mexico and Spain." Health and Addictions/Salud y Drogas 17, no. 2 (July 23, 2017): 115–23. http://dx.doi.org/10.21134/haaj.v17i2.311.

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This article shows the results of a qualitative study for analyze mental health in young women as NEET through the meanings attributed to the experience of life. Fifteen early adult women participated in the study; of the 32 who participated in an extensive study only women were elected, they were selected using an intensive intentional sampling strategy. We carefully selected only a few cases, seeking to characterize the object of study and to obtain profound information based on reality; they were females who are from Oviedo, Spain and Aguascalientes, Mexico. They received a detailed explanation of the study and its objectives, voluntarily accepted to participate and allowed the recording of the interviews. The results about the mental health, found in young different emotional expressions related to the feelings of not being working or studying, such as sadness, loneliness, anxiety, stress, fear, frustration, discomfort and others. These women experienced loneliness when felt they did not have friends, not go to school or not work. It is noteworthy that these manifestations of these women refer anxiety about not finding work and in other cases not being at school because it struck social and interpersonal functioning. These life stories allowed understanding, from the feminine subjective perspective, the importance they have experienced as NEET, which, according to the meanings they mentioned, are specific forms of distress and depression with repercussions in their mental health, the importance of this population attends with new public policies on mental health, education and work.
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Garncarek, Emilia, and Agata Matuszewska-Kubicz. "Young women’s (mother’s) needs and expectations regarding the development of professional competences – A comparative analysis of research results from Poland, Lithuania, Spain and Cyprus." Acta Universitatis Lodziensis. Folia Sociologica, no. 78 (December 3, 2021): 99–116. http://dx.doi.org/10.18778/0208-600x.78.06.

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Over the last two decades, there has been a significant improvement in the participation of women in education and the labour market in the European Union. Nevertheless, there are still many challenges to improving the situation of women. The excessive burden of household duties is a major barrier to the educational and professional activity of women, especially young women with small children. Apart from the inability to balance work and personal life, other factors limiting women’s professional activity include the mismatch between their education and the challenges of the modern labour market. Although the majority of people with higher education are women, when planning their careers, they tend to choose less attractive courses of study which are not linked to the professions of the future. The text presents the results of an analysis of research on the needs and expectations of young women (mothers) regarding the development of professional competences. The results show in which types of activities raising competences the surveyed women participate; how they evaluate the effectiveness of activities raising their competences in the professional area; what factors influence the decision of women to participate in the selected form of training; what are the attitudes of the external environment of the surveyed women towards their participation in training; what problems the surveyed women encounter in connection with participation in training raising their professional competences. The focus was on similarities and differences in statements of young women (mothers) from Poland, Lithuania, Spain and Cyprus who participating in the international project Mommypreneurs.
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López-Sáez, Miguel Ángel, Ariadna Angulo-Brunet, Lucas R. Platero, Vincenzo Bochicchio, and Oscar Lecuona. "Attitudes towards Trans Men and Women in Spain: An Adaptation of the ATTMW Scale." International Journal of Environmental Research and Public Health 20, no. 3 (January 19, 2023): 1872. http://dx.doi.org/10.3390/ijerph20031872.

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This article presents the results of the adaptation and validation of the Attitudes Toward Trans Men and Women (ATTMW) scale—a measure capable of detecting transphobic positions towards trans men and women—in the Spanish context. A total of 310 prospective teachers from different stages of education participated in the study on its adaptation. In order to provide quantitative evidence of validity, confirmatory factor analysis and regression analysis with different constructs and sociodemographic variables were carried out. Internal consistency reliability was adequate. The study demonstrated that the ATTMW is a psychometrically sound instrument for the assessment of attitudes towards trans people, especially with items that categorize trans women and men as second-class people.
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