Palabras clave

No binario, género, jóvenes, competencias digitales, LGBTQ, actividades digitales

Resumen

Investigaciones previas sobre las diferencias de género en el desarrollo digital de los jóvenes han demostrado que los chicos y las chicas difieren en la frecuencia y el tipo de uso de Internet, donde todavía existen lagunas vitales en materia literaria. En los últimos años, el género se considera cada vez más un concepto multidimensional, con un número creciente de jóvenes que se identifican como no binarios (es decir, «genderfluid», un término que engloba las identidades de género que no se ajustan a la dicotomía hombre/mujer). Los jóvenes no binarios se enfrentan con más frecuencia que los binarios a diversos riesgos digitales como la desinformación, el ciberacoso y la co-rumiación. A pesar de esto, hasta ahora ninguna investigación ha estudiado cómo el desarrollo digital difiere entre los jóvenes no binarios y binarios. En este estudio de encuesta en línea entre adolescentes de seis países europeos (N=6.221), nos centramos en las diferencias en las habilidades y actividades digitales. Los jóvenes no binarios tienden a hacer un mayor uso de Internet para la creación de contenidos y la información sobre salud mental y física que los chicos y las chicas. También declaran tener más habilidades de creación de contenidos que los chicos y las chicas. También se encuentran disparidades en cuanto al uso del entretenimiento y las relaciones sociales. Además, los resultados sobre las habilidades digitales indican que los jóvenes no binarios se asemejan mucho a los chicos en este aspecto. Concluimos con recomendaciones para futuras investigaciones que deberían ayudar a reforzar nuestra comprensión de cómo los contextos digitales pueden predecir el desarrollo y el bienestar de los jóvenes no binarios.

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Ficha técnica

Recibido: 02-06-2022

Revisado: 25-07-2022

Aceptado: 29-11-2022

OnlineFirst: 30-01-2023

Fecha publicación: 01-04-2023

Tiempo de revisión del artículo : 53 (en días) | Media de tiempo de revisión de los manuscritos del número 75: 32 (en días)

Tiempo de aceptación del artículo: 180 (en días) | Media tiempo aceptación de los manuscritos del número 75: 93 (en días)

Tiempo de edición OnlineFirst: 258 (en días) | Media tiempo edición de los OnlineFirst del número 75: 171 (en días)

Tiempo de publicacicón final del artículo: 303 (en días) | Media tiempo de publicación final de los articulos del número 75: 216 (en días)

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Cabezas-Gonzalez, M; Casillas-Martin, S and Munoz-Repiso, AGV. Theoretical Models Explaining the Level of Digital Competence in Students COMPUTERS, 2023.

https://doi.org/10.3390/computers12050100

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Cabezas-González, M., Casillas-Martín, S., García-Valcárcel Muñoz-Repiso, A.. Theoretical Models Explaining the Level of Digital Competence in Students), Computers, .

https://doi.org/10.3390/computers12050100

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Theoretical Models Explaining the Level of Digital Competence in Students M Cabezas-González, S Casillas-Martín… - Computers, 2023 - mdpi.com

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De Coninck, D., & d’Haenens, L. (2023). Gendered perspectives on digital skills and digital activities: Comparing non-binary and binary youth. [Perspectivas de género sobre habilidades y actividades digitales: Comparación entre jóvenes no binarios y binarios]. Comunicar, 75, 37-48. https://doi.org/10.3916/C75-2023-03

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