This study analyzes how citizens identify gender biases in narratives generated by artificial intelligence (AI), using ChatGPT as a case study. An online experiment was conducted with 614 Spanish participants, randomly assigned to three conditions: a professional success narrative featuring a female protagonist, a narrative featuring a male protagonist, and a neutral narrative. After exposure, gender bias detection in the story, perceived bias in ChatGPT, and the intention to reduce or correct algorithmic biases were measured. The results show that the narrative featuring a female protagonist was associated with higher bias detection and greater attribution of partiality to ChatGPT. No significant differences were observed according to participants’ gender or educational level. Likewise, indicators of proximity to AI, such as interest in these technologies and the use of AI-based applications, were associated with lower perceived bias in the tool. The findings underscore the need to promote critical AI literacy that helps citizens more critically recognize when its outputs reproduce gender stereotypes or inequalities.
Video-on-demand platforms constitute a central space for the dissemination of fictional narratives that make gender-based violence visible in its multiple forms. This article analyzes recent Spanish TV series featuring women as protagonists on SVOD platforms that position this issue as the central narrative focus: Intimacy (Netflix, 2022), Noche de chicas (Disney+, 2023), Raising Voices (Netflix, 2024), and Querer (Movistar+, 2024). Using a qualitative content analysis methodology, the study examines the types of violence depicted, the profiles of victims and perpetrators, and the narrative resolutions proposed. The findings reveal a shift toward stories centered on female experience, sorority as a reparative strategy, and the struggle for credibility. Nevertheless, intersectional diversity in the representations remains limited. Perpetrators are depicted within everyday social contexts, highlighting that violence is not an isolated act but a manifestation of socially sustained structural inequalities. The study emphasizes the potential of fiction as a tool for awareness-raising and social transformation, capable of challenging hegemonic narratives surrounding gender-based violence.
Scientific literature has highlighted the impacts of gender and race intersectionality on social indicators, emphasizing the need to direct greater attention to Black women. Data reveal how the intersection of these elements can affect the structures of opportunity and the enjoyment of basic rights, such as access to education, especially at the highest levels of education. The aim of this article was to examine the academic experiences of Black women in two public universities, one located in Brazil and the other in Spain, based on the accounts of 12 students. The goal was to identify the main phenomenon that impacts their experiences in academia. This is a qualitative, exploratory study whose data analysis was carried out through Content Analysis techniques. Two countries with distinct histories — one colonized and the other a colonizer — but both with populations historically formed on the basis of the enslavement of African peoples, served as a basis for highlighting the urgent need to develop affirmative policies aimed at contributing to the increased representation of Black women in public universities, both among students and among faculty and researchers, with the goal of promoting a more just and equitable education at all levels of education.
The aim of this study is to find out the possible barriers faced by teachers in Uruguay when dealing with affective-sexual-gender diversity in the classroom, in a context in which inclusion and respect for sexual diversity continue to be challenges for the education system. For this purpose, a qualitative phenomenological study was carried out, based on a focus group with eight active primary school teachers from different public schools in Montevideo. The data obtained were analysed using the coding technique, which made it possible to identify patterns and construct interpretative categories. The results highlight the lack of initial and continuous teacher training on this issue, the lack of pedagogical tools to address it in the classroom, and the perception of scarce institutional and regulatory support. Likewise, resistance within the teaching community itself, opposition from some families and the entrenched social taboos were identified as relevant obstacles. The conclusions underline the need to implement inclusive educational policies that guarantee comprehensive teacher training in gender diversity, both in its initial and permanent phase, in order to promote a truly equitable, respectful and discrimination-free school.
This study aims to identify profiles of victims of intimate partner violence among students enrolled in Education Degree programmes at Andalusian universities. A descriptive cross-sectional survey was administered, and participants were grouped through multivariate statistical analysis (cluster analysis). The sample, selected through probabilistic cluster sampling, comprised 4,898 students (78.2% women and 21.5% men), with a mean age of 20.88 years (SD = 0.51). The results reveal two distinct groupings in terms of the profile of victims of intimate partner violence. The first cluster, composed of young people under the age of 21, reported lower mean scores on the perception of having experienced different forms of intimate partner violence (emotional, physical, psychological, sexual and economic control). The second cluster, formed mainly by young people aged 21 to 24, displayed higher mean scores, indicating a greater perception of having suffered these forms of violence. Both clusters showed significant differences in terms of gender, age, degree, type of relationship and self-perception of abuse experienced in current or past relationships.
