Milagros Sáinz
Biographic Data
| ID | 3915833 |
|---|---|
| NAME | Milagros Sáinz |
| GIVEN NAMES | Milagros |
| FAMILY NAME | Sáinz |
| SIGNATURE | SAINZ M |
| AFFILIATIONS | Universitat Oberta de Catalunya |
| ORCID | 0000-0003-4803-1597 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
More than a toy: How play preferences influence attitudes and attributions towards professional and domestic roles in childhood
Gender socialization begins in early childhood. Consequently, gender stereotypes form between the ages of two and six, peaking in rigidity around five or six. Children acquire these stereotypes through imitation and environmental modeling, which influences their attitudes and preferences regarding toys, careers, and playmates. This study examined the link between gender attributions and attitudes toward toys, professions, and household tasks duri…
The development of social science motivation across the transition to high school education
The present four-wave longitudinal study examines the cross-lagged associations between adolescent students’ intrinsic value, self-concept of ability, and expectations in social sciences during and after the transition from compulsory secondary education to the Spanish high school. 2.032 students enrolled in the last three years of secondary school and the second year of high school education participated. The analyses showed that the association…
High school students’ sexist beliefs about academic abilities and women’s roles: The influence of school specialization ( Creencias sexistas de los estudiantes de enseñanza secundaria sobre las aptitu…
The present study analyses the influence of gender and type of baccalaureate pathway on students’ beliefs about the respective abilities of girls and boys in gender-congruent subjects, controlling for ambivalent sexism. Eight hundred and sixty-six students ( M = 17.5, SD = 0.83) enrolled in the second course of high school participated. Students on the science pathway were more likely to believe that boys perform better in maths, physical science…
The Co-Development of Science, Math, and Language Interest Among Spanish and Finnish Secondary School Students
The present two studies with a 3-year longitudinal design examined the co-development of science, math, and language (e.g., Spanish/Finnish) interest among 1,317 Spanish and 804 Finnish secondary school students across their transition to post-compulsory secondary education, taking into account the role of gender, performance, and socioeconomic status (SES). The research questions were analyzed with parallel process latent growth curve (LGC) mode…
A Multilevel Qualitative Perspective to Gendered Life Course, Socialization, and STEM Trajectories Among Emerging Adults in Spain
The present study examines the five principles of the life course perspective—life span development, time and place, agency, timing, and linked lives—and their interplay on the experiences of 26 emerging adults (11 males and 15 females) during their transition from college completion into the STEM labor force in Spain. Findings derived from the in-depth interviews focus on the multilevel challenges these young people face and the set of strategie…
Secondary School Teachers' Views of Gender Differences in School Achievement and Study Choices in Spain
This study examines Spanish secondary school teachers' views of gender differences in academic achievement and study choices. Thirty-six secondary school teachers participated in semi-structured interviews. Most teachers acknowledged that girls had better school performance, particularly in reading comprehension. Some were also acquainted with a higher predisposition to underachieve in boys. However, the teachers used different biology-centered a…
Girls in STEM: Is It a Female Role-Model Thing?
Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls' preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study wa…
Gendered patterns of coping responses with academic sexism in a group of Spanish secondary students (Diferencias de género en las respuestas de afrontamiento del sexismo académico en un grupo de estud…
This study analyses predictors of students’ coping responses to academic sexism. 954 high school students ( M Age = 17; SD Age = 0.90, 57% girls) participated. Boys were therefore more likely to use avoidance responses, whereas girls confronting and help-seeking responses. Likewise, hierarchical regressions suggest that girls and boys and girls whose parents had a high educational level and were without sexist attitudes about women’s higher level…
Gender Stereotypes and Attitudes Towards Information and Communication Technology Professionals in a Sample of Spanish Secondary Students
Parental and Secondary School Teachers’ Perceptions of ICT Professionals, Gender Differences and their Role in the Choice of Studies
Parental and Secondary School Teachers’ Perceptions of ICT Professionals, Gender Differences and their Role in the Choice of Studies
Gender Stereotypes and Attitudes Towards Information and Communication Technology Professionals in a Sample of Spanish Secondary Students
Girls in STEM: Is It a Female Role-Model Thing?
Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls' preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study wa…
Gendered patterns of coping responses with academic sexism in a group of Spanish secondary students (Diferencias de género en las respuestas de afrontamiento del sexismo académico en un grupo de estud…
This study analyses predictors of students’ coping responses to academic sexism. 954 high school students ( M Age = 17; SD Age = 0.90, 57% girls) participated. Boys were therefore more likely to use avoidance responses, whereas girls confronting and help-seeking responses. Likewise, hierarchical regressions suggest that girls and boys and girls whose parents had a high educational level and were without sexist attitudes about women’s higher level…
The Co-Development of Science, Math, and Language Interest Among Spanish and Finnish Secondary School Students
The present two studies with a 3-year longitudinal design examined the co-development of science, math, and language (e.g., Spanish/Finnish) interest among 1,317 Spanish and 804 Finnish secondary school students across their transition to post-compulsory secondary education, taking into account the role of gender, performance, and socioeconomic status (SES). The research questions were analyzed with parallel process latent growth curve (LGC) mode…
A Multilevel Qualitative Perspective to Gendered Life Course, Socialization, and STEM Trajectories Among Emerging Adults in Spain
The present study examines the five principles of the life course perspective—life span development, time and place, agency, timing, and linked lives—and their interplay on the experiences of 26 emerging adults (11 males and 15 females) during their transition from college completion into the STEM labor force in Spain. Findings derived from the in-depth interviews focus on the multilevel challenges these young people face and the set of strategie…
Secondary School Teachers' Views of Gender Differences in School Achievement and Study Choices in Spain
This study examines Spanish secondary school teachers' views of gender differences in academic achievement and study choices. Thirty-six secondary school teachers participated in semi-structured interviews. Most teachers acknowledged that girls had better school performance, particularly in reading comprehension. Some were also acquainted with a higher predisposition to underachieve in boys. However, the teachers used different biology-centered a…
High school students’ sexist beliefs about academic abilities and women’s roles: The influence of school specialization ( Creencias sexistas de los estudiantes de enseñanza secundaria sobre las aptitu…
The present study analyses the influence of gender and type of baccalaureate pathway on students’ beliefs about the respective abilities of girls and boys in gender-congruent subjects, controlling for ambivalent sexism. Eight hundred and sixty-six students ( M = 17.5, SD = 0.83) enrolled in the second course of high school participated. Students on the science pathway were more likely to believe that boys perform better in maths, physical science…
The development of social science motivation across the transition to high school education
The present four-wave longitudinal study examines the cross-lagged associations between adolescent students’ intrinsic value, self-concept of ability, and expectations in social sciences during and after the transition from compulsory secondary education to the Spanish high school. 2.032 students enrolled in the last three years of secondary school and the second year of high school education participated. The analyses showed that the association…
More than a toy: How play preferences influence attitudes and attributions towards professional and domestic roles in childhood
Gender socialization begins in early childhood. Consequently, gender stereotypes form between the ages of two and six, peaking in rigidity around five or six. Children acquire these stereotypes through imitation and environmental modeling, which influences their attitudes and preferences regarding toys, careers, and playmates. This study examined the link between gender attributions and attitudes toward toys, professions, and household tasks duri…
Psychology (9 works) · Developmental psychology (8 works) · Social Psychology (6 works) · Education, Achievement, and Giftedness (5 works) · Gender Roles and Identity Studies (4 works) · Career Development and Diversity (3 works) · Mathematics education (3 works) · Motivation and Self-Concept in Sports (3 works) · Social Psychology (3 works) · Sociology (3 works)