Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article assumes that there are people historically excluded from the benefits of science and technology, as well as from participation in the processes of generating scientific knowledge. The incidence of gender and social class in this discrimination process is mainly observed. In terms of gender, the text focuses on women, because through an example it shows the way in which women in the 19th century were excluded from the processes of knowledge construction in the social sciences, specifically in history. The case of Emilia Beltrán y Puga is studied, born in Guadalajara, Jalisco she was one of the first historians in Mexico. Emilia belonged to a privileged social class, which is why she had access to learn to read and write and to various spaces and means of disseminating historical knowledge such as bookstores, libraries, files, and newspapers. She also met and interacted with several of the most important intellectuals of her time; however, these figures did not recognize her as an equal in the academic debates carried out in the press of the time. In fact, they also exercised epistemic violence against her in ways such as: ignoring her, plagiarism, disqualifications, and insults, which meant that the contributions to the history of this woman have gone unnoticed by being devalued and thus made invisible from the perspective of patriarchal science, because despite having had publications, where she has been mentioned, the works are scarce. Emilia has not been known and recognized as a historian until today, so this text contributes to the reflection on the ways in which many people are excluded from the construction of scientific knowledge, as well as to the rescue of their memory.

Introduction. The adoption of Open Science (OS) practices in higher education has the potential to reduce gender gaps by providing women academics with learning and tools for the production of knowledge in their workspace. Objective. The purpose of this study was to establish the relationship between job characteristics, Open Science knowledge, and the use and knowledge of open science tools among female researchers. Methodology. A 64 women researchers’ sample who are members of a network of women academics and researchers in a higher education institution was used. The variables studied were grouped into three categories: labor characteristics, open science knowledge, and use and knowledge of open science tools. Results. In most cases, the correlations between the variables under study are moderate and low positive. According to the three models analyzed, the variables that contributed the most to its explanation were the existence of policies for the implementation of OS and access to training. The significant influence of variables such as work contract, years of service and the relationship between greater knowledge in OS and its implementation stands out. Conclusion. In an exploratory way, the academic’s policies and the training received are established as key elements in the knowledge and use of OS.

Masculinity has been the subject of growing interest in the field of psychology, due to its significant impact on various aspects of men's lives, which encompasses a series of characteristics, behaviors, and roles that are related to the concept of manhood within a specific society. Thus, recently, research has begun to explore different factors and variables that support and perpetuate traditional masculinity. Therefore, this systematic review aims to identify causal factors and psychological variables associated with traditional masculinity. A bibliographic search was carried out, considering the PRISMA 2020 statement of articles on causal factors and psychological variables associated with traditional masculinity. The search method was used in the following databases: Science Direct, Scopus, Web of Science, PubMed, PsyINFO and ProQuest, the inclusion of documents was limited to the period between 2014 and 2024, in the end 12 articles were selected to be included in the review for fully meeting all the inclusion criteria. The relevant results were the identification of causal factors and psychological variables related to traditional masculinity, such as support from friends, help seeking, depression, aggression, alexithymia, repression, narcissism, coercion, and suicidal ideation. In conclusion, this study provides a comprehensive view of how different factors contribute to the construction of traditional masculinity, offering a base for future research and interventions.

This study presents a descriptive analysis of part of the results from the Encuesta Universitaria de Género, Nuestras Voces (Muñiz Moreno et al., 2022) conducted in 2022 by the University of Guadalajara. The survey aimed to estimate the forms of gender-based violence experienced by students (men, women, and non-binary individuals) in family and educational contexts, considering two reference periods: lifetime and the last 12 months. This article analyzes only the data from women (2,289 high school and 1,697 undergraduate students) in the section on "gender-based violence against women in the family sphere during the last 12 months," which included 17 theoretically preclassified items according to the type of violence (psychological, physical, sexual, and economic). For affirmative responses, follow-up questions identified the perpetrator's relationship and sex, as well as the location of the incident. Findings reveal that 43.4% of female students reported experiencing violence in the last 12 months, predominantly perpetrated by male family members. These forms of violence do not occur in isolation but as structured and normalized dynamics of control and subordination, affecting women's autonomy, mobility, economic security, and emotional well-being. Examples of identified impacts include forced confinement, financial manipulation, threats, and exposure to non-consensual sexual behavior. The prevalence of male aggressors highlights structural gender inequalities, where hierarchical roles legitimize female subordination from childhood. Although this analysis does not distinguish differences by age or educational institution, the study proposes intervention strategies such as preventive programs, psychological support networks, and emotional education training with an intersectional approach. These measures aim to highlight how factors like economic dependence or youth increase vulnerability to family violence.

This article analyzes the history of domestic violence experienced during childhood and adolescence by LGBTTTIQ+ students at the University of Guadalajara. Using data from the Encuesta Universitaria de Género, Nuestras Voces (Muñiz Moreno et al., 2022), the experience of violence is compared between LGBTTTIQ+ individuals and cisgender/heterosexual students. The results show that LGBTTTIQ+ people face a higher incidence of psychological, economic, verbal, and physical violence within the family environment, both directly and indirectly. The study contextualizes these findings with the “minority stress” theory, which explains how discrimination and social rejection generate chronic stress that negatively affects the mental health of sexual diversity individuals. Furthermore, it highlights that family rejection and violence increase the risk of depression, anxiety, and self-harming behaviors among LGBTTTIQ+ youth, while family support can be a protective factor. The article concludes by emphasizing the urgency of implementing inclusive policies and educational strategies on sexual diversity to prevent violence and promote safer and more respectful family and school environments for LGBTTTIQ+ children and adolescents.

The purpose of this study is to analyze the violence, based on sex-gender diversity, experienced by LGBTTTIQ+ students at the Universidad de Guadalajara, both high school and undergraduate students, based on the Encuesta Universitaria de Género, Nuestras Voces (Muñiz Moreno et al., 2022) applied in 2022. Although the number of LGBTTTIQ+ participants in the survey is not a representative sample, the data provide relevant information to know their exposure to violence. The results show that six out of ten people say they have suffered an incident of violence throughout their lives. Of the different types of violence, psychological violence scores the highest percentages. When applying the Chi-square test, we find that high school students are more exposed to violence than undergraduate students. As a protection mechanism, a significant number of these young people choose to hide their identity and sexual orientation from their acquaintances. Likewise, when they suffer some type of violence, they prefer to talk about it with their friends and only a very low percentage dare to report it, among other reasons because there is fear that the violence could intensify.

The study of gender-based political violence is a relatively recent topic of academic interest. However, it has focused primarily on professional politics, leaving a significant gap in the field of student politics. Studies on student politics, in turn, have lacked a gender perspective. This study provides an initial approach to gender-based political violence in the context of student politics through a survey of 723 students from the University of Guadalajara who have attempted to hold a representative position during their time at the institution. It was found that men and women have sought and achieved entry into the university political arena in similar proportions; that 4 out of 10 women perceive a general climate of inequality or discrimination based on gender, both during campaign processes and while holding office; and that more than half of the students –both those who won and those who lost– report widespread practices of political violence regardless of gender. The most common practices include concealment, falsification, or lack of clarity in information; unequal competition; and being ignored in decision-making processes related to their positions. Defamation and obstruction in the exercise of their duties were also notable responses. Our findings suggest that violence constitutes a normalized way of engaging in politics within the student context.