Service learning (SL) is growing in our universities and in Spain. However, still much action and research are needed with a gender perspective. This article aims to evaluate an SL project that consisted of workshops in schools on gender and technology. We evaluated the experience with a mixed-methods approach and a gender perspective. This includes qualitative self-reports of 19 university students of sociology of gender as well as quantitative surveys completed by the 284 school students and 13 of their teachers. Our results indicate a great satisfaction among university students as well as the schools. This SL experience helped our university students to acquire specific knowledge regarding gender and social issues as well as several skills, especially communication, organization, empathy, critical thinking, and social and gender awareness and responsibility. Therefore, we conclude that such experiences show a great potential for learning as well as for social and gender transformations.

In the context of growing interest in sexual dissidence, academic and social movements are discussing homonationalism as the combination of tolerance towards lesbians and gays, racism and nationalism in a neoliberal globalised world. In this article we aim to quantitatively compare European nation states on homonationalist values using data collected through the European Value Study (2008-2010), through correlations and cross tabulation analysis. We ask to what extent homonationalism is reflected in the values of Europeans and if there is any difference among European countries. The results indicate that homonationalism is not reflected in the values of all Europeans. Those who are more tolerant to homosexuality tend to be less racist and nationalist. However, our results confirm the existence of groups of people in western European countries who combine tolerance to LGB people, racism and nationalism and consequently must be qualified as homonationalists.

El término homonacionalismo ofrece una nueva aproximación a la relación entre racismo y tolerancia con gais y lesbianas en sociedades contemporáneas. Este trabajo presenta un estudio comparativo sobre la extensión y evolución de valores homonacionalistas en Argentina, España, Países Bajos y Uruguay entre 1989-1993 y 2010-2014 siendo uno de los pocos trabajos cuantitativos en los estudios sobre homonacionalismo. Mediante el análisis de las oleadas de la World Value Survey para los distintos países, se operativiza el concepto para evidenciar la irrupción de los valores homonacionalistas en Europa a partir de 2001; así como su extensión a otras regiones propicias para la construcción de un excepcionalismo sexual. Los resultados si bien constatan su fuerte presencia en los discursos contradicen la hegemonía homonacionalista en los valores de las sociedades.

The ICT sector is becoming a strategic and growing sector in our current societies and economies. However, gender inequalities persist and women's representation in ICT is still low in Catalonia and Spain. In this article, we introduce the situation of women working in ICT and seek to identify the main barriers and opportunities for their progress. We implemented a survey that was answered by 325 women working in ICT in Catalonia. Our results show that women in ICT do not always access ICT jobs from an engineering degree, are satisfied with their jobs and enjoy better salaries than in other sectors, and that some flexi-time measures and other working conditions may play in their favor. This needs to be highlighted in order to encourage many more women to work in ICT. However, our results also suggest that too many women still suffer gender-based discrimination, work-life balance conflicts, and serious difficulties in being promoted. This also needs to be addressed if we are to improve the numbers of women in ICT.

To problematise Western discourses of a homophobic Africa, there is a need to analyse evidence of homophobia and its interplay with other attitudes, in ways that explore contextual differences. Hence, this article offers an original sociological analysis of quantitative data on homophobia in African states, examining how this inter-relates with xenophobia. Social attitudes data are drawn from the Afrobarometer research project as a unique and important source, and compared in five diverse contexts: Kenya, Mozambique, Nigeria, Senegal and Zambia. Data are examined from Round 6 (2014–2015) and Round 7 (2016–2018). Findings are interpreted in light of specific national literatures on the relations between sexuality, gender and nationalism, as well as wider critical and postcolonial perspectives – especially conceptualisation of sexual nationalisms, and recent literatures on political homophobia. Whereas analyses of homonationalism in Western societies have explored alignments of lesbian, gay, bisexual, transgender and intersex rights affirmation with anti-immigrant attitudes, this study explores such relationships between homophobic and xenophobic attitudes in alternative patterns within specific African contexts. The analysis delivered not only challenges Western discourses of generalised African homophobia (especially discussing the counterexample of Mozambique) but also advances understanding of the complexity of how attitudes inter-relate in different postcolonial states.

We present an interdisciplinary experience of Service Learning, which has been part of the broader project Sharing ideas: the university goes to high school. In this project, university students divulgate, dialogue and contrast knowledge acquired at their university class through the organization of workshops at high schools. In our case, we invited sociology students from the course Sociology of Genders and medicine students doing a Pharmacy course to design an intervention on drug consumption. Our general objective was to innovate university teaching and bring it closer to realworld issues. In concrete we aimed to improve the understanding of course specific content as well as general and specific competences. Concerning competences, we aimed to improve group work, interdisciplinarity, communication and divulgation as well as critical reasoning through contrast of content and dialogue. Concerning content, we wanted our students to learn about gender perspective, gender and drugs, medical and sociological points of view and data analysis. In addition, we wanted to take into account the needs of the community fostering social transformation and agency. Our students defined themselves the objective to empower the secondary education pupils on autonomous and critical decision-making concerning their drug use. Methodologically we based our project on Service Learning, enriching it with the notions of feminist methodologies and public sociology. In order to control both, the community impact, as well as the satisfaction and consolidation of knowledge and competences of our students we opted for a mixed method approach: Our students responded a questionnaire and wrote a final reflection; the secondary students and their teachers responded a mainly quantitative questionnaire. The results indicate that the participating secondary students and their teachers strongly appreciated the intervention of our students. Our students underline that Service Learning gives them the possibility to concentrate on one topic and contrast it permanently. They consider that the contents are interiorized better, than in a theoretic exam. However, they also indicate that Service Learning implied much more work and admit that the interdisciplinary part has been very difficult. We can conclude that an interdisciplinary intervention on drugs in the mark of Service Learning is a very promising way to innovate teaching in Gender Sociology and Pharmacy. Teachers should foresee difficulties concerning the inequal effort; difficulties concerning interdisciplinarity need to be worked on, enhancing interdisciplinarity.

Pese a los esfuerzos de las últimas décadas, las desigualdades de género en el acceso a los estudios y trabajos TIC persisten. Aunque la exclusión de las mujeres de las TIC responde a múltiples causas, la investigación coincide en la necesidad de despertar el interés y generar más vocaciones tecnológicas entre las chicas desde edades escolares y, con ello, incrementar el número de estudiantes y trabajadoras TIC en el futuro.  Para dar respuesta a esta necesidad diseñamos e implementamos un proyecto de Aprendizaje Servicio (ApS) en el ámbito de la Sociología del Género en Barcelona. El proyecto consistía en llevar a cabo conferencias-taller en torno al género y la tecnología para las escuelas y trabajar cuestiones de desigualdad de género, socialización de género y visibilización de las mujeres en las TIC, así como, vías para acceder a ellas. En este artículo nos proponemos exponer la experiencia de 4 cursos consecutivos y sus principales resultados. Para su descripción y evaluación aplicamos una metodología mixta, cuantitativa y cualitativa.  Contamos, por un lado, con los informes de autoreflexión de nuestro alumnado universitario participante y por el otro, con las encuestas a 284 escolares y a sus profesores. Aunque con algunas limitaciones, la experiencia ha sido muy satisfactoria, tanto para el profesorado como para los alumnados participantes. Los resultados muestran que el ApS en perspectiva de género tiene un gran potencial para el aprendizaje, así como, para la transformación social y de género.

Service-Learning (APS), as a teaching methodology, is being increasingly implemented in our universities. However, there has been little research into its potential for a sociology committed to gender transformation and feminisms. In our courses on Sociology of Gender, we introduce our students to the main gender topics, as well as to feminist methodologies. Within these, gender and ICT, as well as feminist research and pedagogy, are covered. In this communication, we present an experience of Service-Learning around sociology and gender carried out in three consecutive courses. This experience was developed in the framework of the transversal project on Service-Learning at the University of Barcelona called Sharing ideas: the university goes to high school. Sharing Ideas is a Service-Learning project in which undergraduate and master's degree students from the University of Barcelona (UB) prepare lecture-workshops on interesting topics related to their studies and teach these in high schools which the university visits. Specifically, our experience consisted of teaching and accompanying our university students who study sociology of gender to carry out a lectureworkshop on gender and technology at secondary/high schools. Moreover, as an innovative element, we related our teaching to one of our research projects that aimed at improving the incorporation, retention and promotion of women in ICT. In the classrooms we then sought to work and reflect on gender socialization, the labour market with a gender perspective and, finally, to question the digital gender gap and to contribute to generating new technological vocations among girls. We based the evaluation of the project on a mixed-methods approach and a gender perspective. On the one hand, we took into account the evaluation surveys completed by the students; on the other hand, we analyzed qualitative data obtained through the observations and summaries of the experiences of the participating university students. Finally, from the design stage through to the evaluation of data we applied a gender perspective. This involved, on the one hand, considering the feminist research and agenda regarding gender and technology, as well as pedagogy and sociology. On the other hand, our experience specifically introduced gender contents and reflection in the APS project. Finally, this implied analysing our results and outcomes by considering gender, in relation to the contents as well as to the ascribed gender of our students and teachers. This allowed us to evaluate both the impact on the community as well as the impact on our students' learning process in a gender perspective. Apart from some limitations, the experience has been very satisfactory, both for the teachers and for the participating students of all levels and, in relation to gender as well, shows great potential for learning and transformation.