2026
Meneu, M., & Masanet, M.-J. (2026)
‘To be honest, they’re mainly a way to waste time… but they also help me learn things’: the complexities of teens’ social media motivations. Media International Australia, 0(0).
https://doi.org/10.1177/1329878X261435635
2025
Masanet, M.-J., Fernández, L., & Villanueva Baselga, S. (2025)
Breaking expectations through personal experiences! Young people reflecting and learning about sexualities and gender through porn: An ethnographic study in Barcelona. New Media & Society, 27(5), 2532-2551.
https://doi.org/10.1177/14614448251333733
Iñigo, A. (2025)
Navigating the Manosphere: A Scoping Review of Research on Masculinist and Misogynist Online Spaces. The Journal of Men’s Studies, 0(0).
https://doi.org/10.1177/10608265251357869
Fernández, L., Alvarez-Cueva, P., & Masanet, M.-J. (2025)
From sexting to sexpreading: Trivialization of digital violence, gender differences and collective responsibilities. Sexuality & Culture, 29, 1121–1153.
https://doi.org/10.1007/s12119-025-10316-5
Fedele, M., Boté-Vericad, J.-J., Martín-Piñol, C. & Fuentes Moreno, C. (2025)
Young people’s affective-sexual education: the gap between the ‘affective’ and the ‘sexual’ dimensions in formal and non-formal/informal educational settings. International Journal of Adolescence and Youth, 30(1), 2441308.
https://doi.org/10.1080/02673843.2024.2441308
Cabrera, L., & Villanueva Baselga, S. (2025)
From hope to risk: representations of pre-exposure prophylaxis (PrEP) for HIV in the Spanish press (2018–2023). Culture, Health & Sexuality, 1–15.
https://doi.org/10.1080/13691058.2025.2481924
Lopez-Gonzalez, H., Faure-Carvallo, A., Colomé, C., & Boté-Vericad, J.-J. (2025)
Spontaneous narratives of adolescents about their perceived impact of social media use on their psychological well-being and mental health. Psychology of Popular Media. Advance online publication.
https://doi.org/10.1037/ppm0000609
Blanco Fernández, V. (2025)
Researching non-binary identities across the media ecosystem. Feminist Media Studies, online.
https://doi.org/10.1080/14680777.2025.2494230
Blanco-Fernández, V., Akinmade, S. & Soto-Sanfiel, M. T. (2025)
Representation of young non-binary characters in mainstream fiction. Archives of Sexual Behaviour, 54, 1199–1215.
https://doi.org/10.1007/s10508-024-03074-2
2024
Iñigo, A., Fernández, L., & Tomasena, J. M. (2024)
Disinterest, normalisation of gender violence and fear of being cancelled: Mediatised learning on antifeminist and anti-LGBTIQ+ discourses among teenagers in Barcelona. International Communication Gazette, 86(5), 420-436.
https://doi.org/10.1177/17480485241259837
Velasco, E., Meza, P., & Hurtado-Reina, J. (2024)
Presencia del principio de igualdad de género en las Guías Docentes del Grado de Educación Primaria en España. Revista Complutense de Educación, 35(1).
Roig-Mora, A., Ventura, R., Larrea, O. & Blanco-Fernández, V. (2024)
(Homo)masculinities: dating apps and body image among young gay users in Spain. Journal of LGBT Youth, 22 (2), 296-311.
https://doi.org/10.1080/19361653.2024.2310652
Masanet, M.-J., & Soto-Sanfiel, M. T. (2024)
Learning about sexualities and gender through media: Transcending formal practices, spaces, actors and experiences. International Communication Gazette, 86(5), 357-362.
https://doi.org/10.1177/17480485241259829
Masanet, M.-J., Fedele, M., & Carnicé, M. (2024)
El arquetipo de la “dead-but-not-gone girl” en las series adolescentes de Netflix: muertas y sin voz.Revista Estudos Feministas, 32(2), e91847.
https://doi.org/10.1590/1806-9584-2024v32n291487
Casanovas-Buliart, L., Alvarez-Cueva, P., & Castillo, C. (2024)
Evolution over 62 years: an analysis of sexism in the lyrics of the most-listened-to songs in Spain, Cogent Arts & Humanities, 11(1), 2436723, DOI: 10.1080/23311983.2024.2436723
Hurtado-Reina J., Meza, P., & Velasco, E. (2024)
Women in higher education: leadership, coordination, and bibliography. Front. Educ., 9, 1368431.
https://doi.org/10.3389/feduc.2024.1368431
Carbone, L., Alvarez-Cueva, P. & Vandenbosch, L. (2024)
Status Markers in Popular Music Across Six Countries: A Content Analysis of Gender, Race/Ethnicity, Genre, and Capital in Music Lyrics. Sex Roles, 90, 891–909.
https://doi.org/10.1007/s11199-024-01483-0
Blanco-Fernández, V., Villegas-Simón, I. & Soto-Sanfiel, M. T. (2024)
“I am they.” Non-binary representation in television fiction as a manifestation of social conceptions. Journal of Homosexuality, 71(14), 3426-3447.
https://doi.org/10.1080/00918369.2024.2302424
Blanco-Fernández, V., Iñigo, A., & González-Aran, M. (2024)
Teenagers, media usage, and attitudes toward LGBTIQ+ issues: An ethnographic approach to Barcelona’s students. Journal of LGBT Youth, 1–16.
https://doi.org/10.1080/19361653.2024.2412029
Villanueva Baselga, S, Mora, R, & Villegas, L. (2024)
A practice already in use: a snapshot survey on the use of doxycycline as a preventive strategy (Doxy-PEP and Doxy-PrEP) in the GBMSM population in Spain. Infection, 53(1), 437-441.
https://doi.org/10.1007/s15010-025-02514-y
2023
Villanueva Baselga, S. (2023)
The Philadelphia Syndrome, or an insurmountable cultural trauma: Outdated mainstream visual representations of HIV in times of undetectability. MedieKultur Journal of media and communication research, 74, 138-156.
https://doi.org/10.7146/mk.v39i74.13246
Roca-Cuberes, C., Roig-Mora, A., & Álvarez-Cueva, P. (2023)
“‘As a rule, I don’t have sex on the first date’: Gender and age differences in motivations, perceptions, and experiences on Tinder”. Profesional de la información, 32(3), e320308
https://doi.org/10.3145/epi.2023.may.08
Parra, N. (2023)
El estudio de la experiencia de adolescencia trans a través del relato biográfico. Psicoperspectivas, 22(3).
https://doi.org/10.5027/psicoperspectivas-Vol22-Issue3-fulltext-2897
Meza, P., Hurtado, J., & Velasco, E. (2023)
Recursos de expresión de género en guías docentes del Grado de Educación Primaria de la Red Universitaria Española: un análisis a través de las áreas didácticas, comunidades autónomas y titularidad. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 39(4), 202339459732.
Faure-Carvallo, A., Sánchez-Gómez, L., Calderón-Garrido, D., & Gustems-Caricer, J. (2023)
Manipulación sonora e influencias sobre el consumo musical juvenil. El oído pensante, 11(1), 59-82.
Faure-Carvallo, A., Nieto-Fernández, S., Villalba-Palacin, V., & Gustems-Carnicer, J. (2023)
Redes sociales y Educación Superior en la era COVID-19: una revisión sistemática. Education in the Knowledge Society (EKS), 24, e29929.
https://doi.org/10.14201/eks.29929
Diaz-Perez S., Soler-I-Marti, R., & Figueras-Maz M. (2023)
The fall after the hatching: Evolution and engagement of Greta Thunbergs frame on Twitter. Catalan Journal of Communication and Cultural Studies, 15(2), 237-268.
https://doi.org/10.1386/cjcs_00090_1
Blanco-Fernández, V. & Moreno, J. A. (2023)
“Video games were my first safe space:” Queer gaming in the Animal Crossing New Horizons LGBTIQA+ community. Games and Culture, 20 (4), 438-458.
https://doi.org/10.1177/15554120231205638
2022
Márquez, I., Lanzeni, D., & Masanet, M.-J. (2022)
Teenagers as curators: digitally mediated curation of the self on Instagram. Journal of Youth Studies, 26(7), 907–924.
https://doi.org/10.1080/13676261.2022.2053670
Larruzea-Urkixo, N., Díaz-Iso, A., Velasco, E., & Ramírez, C. (2022)
Discriminaciones de género autopercibidas por alumnado universitario de Educación. Escuchando sus voces. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 28(2).
https://doi.org/10.30827/relieve.v28i2.24958
Soler-i-Martí, R., Fernández-Planells, A., & Pérez-Altable, L. (2022)
Bringing the future into the present: the notion of emergency in the youth climate movement. Social Movement Studies, 23(4), 517–536.
https://doi.org/10.1080/14742837.2022.2123312
Pires, F., Masanet, M.-J., Tomasena, J. M., & Scolari, C. A. (2022)
Learning with YouTube: Beyond formal and informal through new actors, strategies and affordances. Convergence, 28(3), 838-853.
https://doi.org/10.1177/13548565211020545
Parra, N. (2022)
Del «desorden a la diversidad». Una revisión de los modelos para la intervención social en la infancia y la adolescencia trans en el Estado español. Prospectiva. Revista de Trabajo Social e intervención social, (34), 309-332.
https://doi.org/10.25100/prts.v0i34.11950
Masanet, M.-J., Ventura, R., & Ballesté, E. (2022)
Beyond the “Trans Fact”? Trans Representation in the Teen Series Euphoria: Complexity, Recognition, and Comfort. Social Inclusion, 10(2), 143-155.
https://doi.org/10.17645/si.v10i2.4926.
Fedele, M., Villacampa, E., & Aran Ramspott, S. (2022)
Feminidad y masculinidad más inclusivas y respetuosas hacia el colectivo LGTBIQ*: ¿Cómo representan los y las influencers españoles sus identidades de género?. ILCEA. Revue de l’Institut des langues et cultures d’Europe, 46 (online), 1 – 25.
Faure-Carvallo, A., Gustems-Carnicer, J., & Guaus Termens, E. (2022)
Music education in the digital age: Challenges associated with sound homogenization in music aimed at adolescents. International Journal of Music Education, 40(4), 598–612.
https://doi.org/10.1177/02557614221084315
Medina-Bravo, P., Blanco-Fernández, V., Larrea, O. & Rodrigo-Alsina, M. (2022)
Tinder un-choosing. The six stages of mate discarding in a patriarchal technology. Feminist Media Studies, 23(7), 3175-3191.
https://doi.org/10.1080/14680777.2022.2099928
Campo, S., Faure-Carvallo, A., & Carrasco, A. M. V. (2022)
Reggaeton and representations of women: A study in secondary education. Revista Internacional de Educación Musical, 10(1), 25–32.
https://doi.org/10.1177/23074841221131431
2021
Masanet, M.-J., Pires, F., & Gómez-Puertas, L. (2021)
Los Riesgos de la Brecha Digital de Género entre los y las Adolescentes. Profesional de la Información, 30(1), e300112.
https://doi.org/10.3145/epi.2021.ene.12
Alvarez-Cueva, P., & Guerra, P. (2021)
“Rosalía’s kaleidoscope in the crossroads of late modernity.” Catalan Journal of Communication and Cultural Studies, 13(1), 3–21.
https://doi.org/10.1386/cjcs_00036_1
Faure Carvallo, A., Pujol i Subira, M. A., Gustems Carnicer, J., & Martín Piñol, C. (2021)
Patrimonio popular en Cataluña frente a la producción musical: un reto para la educación de los adolescentes. Epistemus. Revista de Estudios En Música, Cognición y Cultura, 9(1), 80-97.
Fedele, M., & Masanet, M-J. (2021)
The ‘Trobled Rebel Girl’ and the ‘Boy-Next-Door’: The Apparent Inversion of Gender and Love Archetypes in 13 Reasons Why, Élite and Sex Education. Journal of Popular Television, 9(3), 335-353.
https://doi.org/10.1386/jptv_00061_1
Pires, F., Masanet, M.-J., & Scolari, C. A. (2021)
What are Teens Doing with YouTube? Practices, Uses and Metaphors of the Most Popular Audio-Visual Platform. Information, Communication & Society, 24(9), 1175-1191.
https://doi.org/10.1080/1369118X.2019.1672766
Alvarez-Cueva, P., Figueras-Maz, M., & Medina-Bravo, P. (2021)
Evolución de la heteronormatividad a partir de una categorización de los estereotipos de género. Análisis de los videoclips musicales más populares. El Profesional de la Información, 30(5)
https://doi.org/10.3145/epi.2021.sep.01
Terren, L., & Soler-i-Martí, R. (2021)
“Glocal” and transversal engagement in youth social movements: a Twitter-based case study of Fridays For Future-Barcelona. Frontiers in political science, 3, 635822.
https://doi.org/10.3389/fpos.2021.635822
Villacampa-Morales, E., Fedele, M., & Aran Ramspott, S. (2021)
YouTubers between postfeminism and popular feminism: Dulceida’s and Yellow Mellow’s construction and performance of gender identity. Revista Mediterránea de Comunicación/Mediterranean Journal of Communication, 12(2), pp. 117-130.
Alvarez-Cueva, P., & Sousa, S. (2021)
Flores and ‘Tijeras’: a feminist revindication of Quechua and indigenous women through a fusion of Andean-trap music. Todas as Artes Revista Luso-brasileira de Artes e Cultura, 4(2), 104–121.