A case study on the incorporation of gender-awareness into the university journalism curriculum in Spain

Undergraduate students and time spent on social networking sites: A study of the University of Port Harcourt, Nigeria

“…Critical insight into journalistic practices and gendered decision-making is possible if journalism education institutions are aware and have the ability to negotiate GM as a means to establish new ways of thinking and doing journalism. Mere inclusion of gender or women issues within journalism studies does not however posit major positive outcome in spite of a more genderaware education (Larrondo & Rivero, 2019). In their study of Spanish university journalism programme, Larrondo & Rivero (2019) found that the gender agenda was required across syllabus, teaching programme and in research to provide a substantive direction to GM.…”

“…Mere inclusion of gender or women issues within journalism studies does not however posit major positive outcome in spite of a more genderaware education (Larrondo & Rivero, 2019). In their study of Spanish university journalism programme, Larrondo & Rivero (2019) found that the gender agenda was required across syllabus, teaching programme and in research to provide a substantive direction to GM. Challenges in initiating process of GM were at the institutional level, where any conscious understanding of the gender as an issue of critical study was low (Larrondo & Rivero, 2019).…”

“…In their study of Spanish university journalism programme, Larrondo & Rivero (2019) found that the gender agenda was required across syllabus, teaching programme and in research to provide a substantive direction to GM. Challenges in initiating process of GM were at the institutional level, where any conscious understanding of the gender as an issue of critical study was low (Larrondo & Rivero, 2019). In her investigation of the gender discriminatory practices in journalism schools in Australia, North (2010) found a dismissive approach towards teaching and training of gender issues.…”

Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

“…Instead, continued reluctance exists to integrating gender into the higher education curriculum. Evidence thereof can be found in studies carried out within different fields/areas of knowledge such as education sciences (González-Pérez, 2017;Valdivieso, Ayuste, Rodríguez-Menéndez, & Vila-Merino, 2016;Vizcarra, Nuño, Lasarte, Aristizabal, & Uria, 2015), communication (García-Ramos, Zurian-Hernández, & Núñez-Gómez, 2020; Guarinos, Caro, & Cobo-Durán, 2018), journalism (Larrondo & Rivero, 2019), physical activity and sport sciences (Serra et al, 2018), political science (Verge, Ferrer-Fons, & González, 2018) or didactics of social sciences (Ortega-Sánchez & Pagès-Blanch, 2018).…”

Educating Journalism Students on Gender and Inequality

“…In Spain, researchers found that about a quarter of universities that offer journalism studies included a subject with a gender perspective. However, they pointed out that these subjects depended on individual faculty members who are interested in gender issues (Larrondo & Rivero, 2019). In an audit of 25 educational institutions in 13 countries of the Southern African Development Community, Made (2010) similarly found that attention to gender topics depended on the knowledge of individual instructors and that gender remained largely absent from curricula.…”