Students often exhibit negative attitudes towards mathematics, manifested through rejection, denial, frustration, and avoidance, among others. These attitudes can have a negative influence on academic performance. This work aims to analyse the relationship between attitudes towards mathematics and gender, cultural background, academic year, and academic performance. An Ex Post Facto causal-comparative study was used, with a cross-sectional design, involving the participation of 1101 students of first and second year of Secondary Education. The Attitudes Towards Mathematics in Intercultural Classrooms-Revised (AMAI-R) questionnaire, consisting of 4 components (Affective, Anxiety Control, Behavioural or Study Habits, and Cognitive), was used. The results indicate that there are no differences concerning the gender variable, although women show more anxiety and more negative affective reactions. About grade, second-year students show worse attitudes towards mathematics than firs-year students. Regarding the cultural group, differences are observed according to the ethnic group to which they belong. In addition, students who fail mathematics or repeat grades exhibit worse attitudes. Therefore, the contribution of this research is the possibility that teachers can use a valid, reliable, and easy-to-apply questionnaire in the classroom at the beginning of the course to find out the students’ attitudes, detect negative ones, and counteract their influence on the teaching-learning process, or implement intervention programmes for students to modify them and reduce gender gaps in the STEM field.

Introduction: Increased migration may lead to an increase in prejudiced attitudes in the host population, which may affect the nursing care provided to this group. Objectives: To identify the attitudes of nursing students toward Moroccan patients and to analyze whether changes in attitude toward this population have taken place after completing a course on cross-culturalism. Method: A quasi-experimental design with a single group and pretest/posttest measurements. The sample consisted of 116 nursing students. Results: There were significant differences after receiving the course on cross-culturalism, with a more positive influence on students who exhibited the most negative attitudes in the pretest phase. Discussion: Nursing students have negative attitudes toward the Moroccan population as do the rest of the host population, but these attitudes improve after their training in the course on cross-culturalism.

El proceso de construcción de género es un proceso intra- e interindividual que se desarrolla por una interacción constante del sujeto con su contexto social y cultural, en el que se adquieren creencias y actitudes sobre lo que es típico de hombres y mujeres. El presente estudio, desarrollado en Melilla, ciudad española multicultural situada al norte de África, analiza los estereotipos de género basados en esas creencias culturales de adolescentes, teniendo en cuenta el sexo y su procedencia cultural. Para esto, se ha seleccionado una muestra de 1837 estudiantes de 1.º y 3.º de Educación Secundaria Obligatoria (eso) y 1.º de bachillerato, a los que se les solicitó contestar un cuestionario elaborado ad hoc para esta investigación. Los resultados, después de la aplicación de la prueba t y el análisis multivariado de covarianza, indican que los chicos tienen más arraigados los estereotipos de género que las chicas, y en ambos casos es elevada su interiorización. Además, la procedencia cultural influye en la consolidación de estas creencias de género como consecuencia de los estilos de crianza y valores culturales en los que se han socializado.

Contemporary societies are increasingly multireligious, multiethnic, and multicultural, but to what extent are they ready for coexistence? This paper evaluates the competencies for intercultural and interreligious dialogue in two very different contexts: Barcelona and Melilla, two cities with great ethnic and cultural diversity, in which it is easy to have contact with people of different cultures and religions. To this end, we worked with a total of 1353 adolescents and young people, and four scales were used to evaluate intercultural and interreligious sensitivity, conflict management skills, and prejudices towards unaccompanied migrant minors. The findings suggest that in neither of these two contexts do adolescents and young people form relationships with these minors, despite accepting religious diversity and being educated at school in topics relating to coexistence and spirituality. In fact, participants showed a high level of prejudice towards this population. Implementation of more effective intervention programs in both cities is therefore recommended.