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.

Ver infografía

Referencias

Balo?lu, M., ?ahin, R., & Arpaci, I. (2020). A review of recent research in problematic internet use: Gender and cultural differences. Current Opinion in Psychology, 36, 124-129. https://doi.org/10.1016/j.copsyc.2020.05.008

Link DOI | Link Google Scholar

Bloemen, N., & De Coninck, D. (2020). Social media and Fear of Missing Out in adolescents: The role of family characteristics. Social Media + Society, 6(4). https://doi.org/10.1177/2056305120965517

Link DOI | Link Google Scholar

Chernick, M.R. (2011). Bootstrap methods: A guide for practitioners and researchers. John Wiley & Sons. https://bit.ly/3VicKCG

Link Google Scholar

Clark, B.A., Veale, J.F., Townsend, M., Frohard-Dourlent, H., & Saewyc, E. (2018). Non-binary youth: Access to gender-affirming primary health care. International Journal of Transgenderism, 19(2), 158-169. https://doi.org/10.1080/15532739.2017.1394954

Link DOI | Link Google Scholar

Craig, S.L., & McInroy, L. (2014). You can form a part of yourself online: The influence of new media on identity development and coming out for LGBTQ youth. Journal of Gay & Lesbian Mental Health, 18(1), 95-109. https://doi.org/10.1080/19359705.2013.777007

Link DOI | Link Google Scholar

Eurostat (Ed.) (2020). Being young in Europe today – digital world. https://bit.ly/3m6Foqh

Link Google Scholar

Fish, J.N., McInroy, L.B., Paceley, M.S., Williams, N.D., Henderson, S., Levine, D.S., & Edsall, R.N. (2020). “I'm kinda stuck at home with unsupportive parents right now”: LGBTQ youths' experiences with COVID-19 and the importance of online support. Journal of Adolescent Health, 67(3), 450-452. https://doi.org/10.1016/j.jadohealth.2020.06.002

Link DOI | Link Google Scholar

GLSEN., CiPHR., & CCRC (2013). Out online: The experiences of lesbian, gay, bisexual and transgender youth on the Internet. GLSEN. https://bit.ly/3Fcpl4P

Link Google Scholar

Gui, M., & Argentin, G. (2011). Digital skills of internet natives: Different forms of digital literacy in a random sample of northern Italian high school students. New Media & Society, 13(6), 963-980. https://doi.org/10.1177/1461444810389751

Link DOI | Link Google Scholar

Haddon, L., Cino, D., Doyle, M.A., Livingstone, S., Mascheroni, G., & Stoilova, M. (2020). Children’s and young people’s digital skills: A systematic evidence review. KU Leuven: ySKILLS. https://bit.ly/3u9WxTX

Link Google Scholar

Hatchel, T., Polanin, J.R., & Espelage, D.L. (2021a). Suicidal thoughts and behaviors among LGBTQ youth: Meta-analyses and a systematic review. Archives of Suicide Research, 25(1), 1-37. https://doi.org/10.1080/13811118.2019.1663329

Link DOI | Link Google Scholar

Hatchel, T., Torgal, C., El Sheikh, A.J., Robinson, L.E., Valido, A., & Espelage, D.L. (2021b). LGBTQ youth and digital media: Online risks. In M.F. Wright, & L.B. Schiamberg (Eds.), Child and adolescent online risk exposure: An ecological perspective (pp. 303-325). Academic Press. https://doi.org/10.1016/B978-0-12-817499-9.00015-6

Link DOI | Link Google Scholar

Hatchel, T.J., Subrahmanyam, K., & Birkett, M. (2017). The digital development of LGBTQ youth: Identity, sexuality, and intimacy. In M.F. Wright (Ed.), Identity, sexuality, and relationships among emerging adults in the digital age (pp. 61-74). IGI Global. https://doi.org/10.4018/978-1-5225-1856-3.ch005

Link DOI | Link Google Scholar

Helsper, E.J., Schneider, L.S., van-Deursen, A.J.A.M., & van-Laar, E. (2020). The youth Digital Skills Indicator: Report on the conceptualisation and development of the ySKILLS digital skills measure. ySKILLS. https://bit.ly/3injX5z

Link Google Scholar

Herring, S.C., & Kapidzic, S. (2015). Teens, gender, and self-presentation in social media. In J.D. Wright (Ed.), International encyclopedia of social and behavioral sciences, 2nd edition (pp. 146-152). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.64108-9

Link DOI | Link Google Scholar

Lenhart, A. (2012). Teens and online video. Pew Internet and American Life Project. https://pewrsr.ch/3PgOzlY

Link Google Scholar

Lenhart, A., Madden, M., Macgill, A.R., & Smith, A. (2007). Teens and social media. Pew Internet and American Life Project. https://pewrsr.ch/3GRGGRx

Link Google Scholar

Livingstone, S., & Bovill, M. (1999). Young people, new media: report of the research project Children Young People and the Changing Media Environment. Media@LSE. https://bit.ly/3iL0VpY

Link Google Scholar

Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122. https://doi.org/10.1177/1461444816685930

Link DOI | Link Google Scholar

Livingstone, S., Mascheroni, G., & Stoilova, M. (2021). The outcomes of gaining digital skills for young people’s lives and wellbeing: A systematic evidence review. New Media & Society. https://doi.org/10.1177/14614448211043189

Link DOI | Link Google Scholar

Lucero, L. (2017). Safe spaces in online places: Social media and LGBTQ youth. Multicultural Education Review, 9(2), 117-128. https://doi.org/10.1080/2005615X.2017.1313482

Link DOI | Link Google Scholar

Mascheroni, G., & Ólafsson, K. (2016). The mobile Internet: Access, use, opportunities and divides among European children. New Media & Society, 18(8), 1657-1679. https://doi.org/10.1177/1461444814567986

Link DOI | Link Google Scholar

Mascheroni, G., Cino, D., Mikuška, J., & Smahel, D. (2022). Explaining inequalities in vulnerable children’s digital skills: The effect of individual and social discrimination. New Media & Society, 24(2), 437-457. https://doi.org/10.1177/14614448211063184

Link DOI | Link Google Scholar

McInroy, L.B., Craig, S.L., & Leung, V.W. (2019a). Platforms and patterns for practice: LGBTQ+ youths’ use of information and communication technologies. Child and Adolescent Social Work Journal, 36(5), 507-520. https://doi.org/10.1007/s10560-018-0577-x

Link DOI | Link Google Scholar

McInroy, L.B., McCloskey, R.J., Craig, S.L., & Eaton, A.D. (2019b). LGBTQ+ youths’ community engagement and resource seeking online versus offline. Journal of Technology in Human Services, 37(4), 315-333. https://doi.org/10.1080/15228835.2019.1617823

Link DOI | Link Google Scholar

Meyer, I.H., Frost, D.M., & Nezhad, S. (2015). Minority stress and suicide in lesbians, gay men, and bisexuals. In P. Goldblum, D.L. Espelage, J. Chu, & B. Bongar (Eds.), Youth suicide and bullying: Challenges and strategies for prevention and intervention (pp. 177-187). Oxford University Press. https://doi.org/10.1093/med:psych/9780199950706.003.0015

Link DOI | Link Google Scholar

Morahan-Martin, J. (1998). The gender gap in Internet use: Why men use the Internet more than women—A literature review. CyberPsychology & Behavior, 1(1), 3-10. https://doi.org/10.1089/cpb.1998.1.3

Link DOI | Link Google Scholar

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481

Link DOI | Link Google Scholar

Rideout, V.J., Foehr, U.G., & Roberts D.F. (2010). Generation M: Media in the lives of 8-to 18- year-olds. Henry J. Kaiser Family Foundation. http://bit.ly/3Vf26ww

Link Google Scholar

Robinson, L., Schulz, J., Blank, G., Ragnedda, M., Ono, H., Mesch, G.S., Cotten, S.R., Kretchmer, S.B., Hale, T.M., Drabowicz, T., Yan, P., Wellman, B., Harper, M.G., Quan-Haase, A., Dunn, H.S., Casilli, A.A., Tubaro, P., Carvath, R., … Khilnani, A. (2020). Digital inequalities 2.0: Legacy inequalities in the information age. First Monday,25(7). https://doi.org/10.5210/fm.v25i7.10842

Link DOI | Link Google Scholar

Rodríguez-de-Dios, I., & Igartua, J.J. (2016). Skills of digital literacy to address the risks of interactive communication. Journal of Information Technology Research, 9(1), 54-64. https://doi/org/10.4018/JITR.2016010104

Link Google Scholar

Rose, A.J. (2002). Co-rumination in the friendships of girls and boys. Child Development, 73(6), 1830-1843. https://doi.org/10.1111/1467-8624.00509

Link DOI | Link Google Scholar

Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). NFER-NELSON. https://doi.org/10.1037/t00393-000

Link DOI | Link Google Scholar

Singh, S. (2001). Gender and the use of the Internet at home. New Media & Society, 3(4), 395-415. https://doi.org/10.1177/1461444801003004001

Link DOI | Link Google Scholar

Sousa, M.A., Lima, M.D.O., & Oliveira, P.A. (2020). Digital media and risks involved for the LGBT community. European Journal of Public Health, 30, 166-802. https://doi.org/10.1093/eurpub/ckaa166.802

Link DOI | Link Google Scholar

Tian, Y., Zuo, T., Sun, Q., Sun, L., Cao, S., & Qin, N. (2021). The association between generalized and specific problematic internet use and its gender differences across different educational levels. Frontiers in Psychology, 12, 634581. https://doi.org/10.3389/fpsyg.2021.634581

Link DOI | Link Google Scholar

Valkenburg, P.M., Peter, J., & Schouten, A.P. (2006). Friend networking sites and their relationship to adolescents’ well-being and social self-esteem. Cyberpsychology & Behavior, 9(5), 584-590. https://doi.org/10.1089/cpb.2006.9.584

Link DOI | Link Google Scholar

Varjas, K., Meyers, J., Kiperman, S., & Howard, A. (2013). Technology hurts? Lesbian, gay, and bisexual youth perspectives of technology and cyberbullying. Journal of School Violence, 12(1), 27-44. https://doi.org/10.1080/15388220.2012.731665

Link DOI | Link Google Scholar

Vissenberg, J., & d’Haenens, L. (2020). Protecting youths’ wellbeing online: Studying the associations between opportunities, risks, and resilience. Media and Communication, 8(2), 175-184. https://doi.org/10.17645/mac.v8i2.2774

Link DOI | Link Google Scholar

Crossmark

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)

Métricas

Métricas de este artículo

Vistas: 49926

Lectura del abstract: 48775

Descargas del PDF: 1151

Métricas completas de Comunicar 75

Vistas: 584878

Lectura del abstract: 567908

Descargas del PDF: 16970

Citado por

Citas en Web of Science

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

Citas en Scopus

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

Citas en Google Scholar

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

https://www.mdpi.com/2073-431X/12/5/100

Descarga

Métricas alternativas

Cómo citar

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

Compartir

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul Reino Unido

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X