Persons with disabilities have historically been subjected to discrimination and exclusion, placing them in dangerous situations of social vulnerability. The Convention on the Rights of Persons with Disabilities, passed on the 13th of December 2006, was an important legislative landmark for valuing the rights of this population group. This study involved a bibliometric analysis of 1024 research articles published in Scopus on the social, workplace, educational, and financial inclusion of persons with disabilities since the Convention. The results show an increase in scientific production, and there is also a great deal of multi-disciplinarity, which has led to important breakthroughs for the all-encompassing inclusion of this section of the population. The most productive journals, authors, institutions, and countries, as well as the international cooperation networks, are presented here. The review concludes by setting out the main themes and trends in the research.

El trabajo explora, desde un abordaje ecológico, la comprensión de la violencia de género en las relaciones de (ex)pareja vivenciada por mujeres de la sierra ecuatoriana, poniendo el foco en el discurso cultural atribuido a esa violencia, y las implicaciones que el mismo tiene sobre las identidades femeninas y sobre el sufrimiento, en tanto tecnología de dominación y opresión. La metodología empleada es de corte cualitativo a través del método etnográfico y entrevistas semiestructuradas realizadas a ocho mujeres, utilizando el análisis de discurso y la dependencia como criterio de credibilidad. Los resultados apuntan hacia la invisibilización social de la violencia, las múltiples formas de control y presión social, así como la falta de apoyo de sus redes primarias para escapar de la misma. Se proponen algunas estrategias orientadas a la transformación de dichos patrones culturales involucrando las redes de apoyo primarias.

Understanding the factors that influence academic engagement and the perception of ethical–practical suitability is essential for improving university training processes in Social Work. In this context, academic satisfaction plays a key role. This study, with a cross-sectional design and a structural equation modelling (SEM) approach, aimed to examine the direct and indirect relationships among academic engagement, ethical–practical suitability, and academic satisfaction in a sample of Social Work students in Chile. A total of 298 Social Work students participated in this study, from 9 public and private universities (23.1% men, 76.9% women), with a mean age of 21.74 years (SD = 3.470). The results, obtained from a structural equation model, confirm that academic satisfaction significantly and partially mediates the relationship between ethical–practical suitability and academic engagement. Likewise, positive direct effects were observed among the three variables. Confirming a partial mediating effect of academic satisfaction in the relationship between professional suitability and academic engagement. The results are discussed in terms of their relevance for designing training strategies aimed at strengthening academic engagement and the perception of professional readiness in higher education.

The study of loneliness and academic stress is a priority area in university research, given their impact on student well-being, retention in higher education, and academic performance. In Chile, with respect to Social Work education, these phenomena acquire relevance, given that students simultaneously face high curricular demands and professional training practices in contexts of social vulnerability. In this context, a lack of academic organization may contribute to the perception of overload and limit students’ academic coping strategies. The objective of this study was to examine the relationships between loneliness, lack of academic organization, and academic stress among Social Work students in Chile. A total of 298 students from nine public and private universities participated, with an average age of 21.74 years (SD = 3.47). The results, obtained through a structural equation model, confirmed that the relationship between loneliness and academic stress was partially mediated by a lack of academic organization; however, the direct association between loneliness and academic stress represented the strongest effect within the model. Likewise, positive direct effects were observed among the three variables. Taken together, these findings reinforce the need to design educational and institutional strategies oriented at promoting student well-being, thereby strengthening the perception of professional preparedness among future social workers.

This study presents the results of the application of an instrument designed to assess gender stereotypes in a cohort of 672 Chilean students. An exploratory factor analysis identified three main dimensions: traditional masculinity, feminine caregiving stereotypes, and moralizing norms regarding female behavior. To further distinguish attitudinal variation, a segmented analytical approach is proposed. The results are discussed in light of gender theory and differentiated socialization, highlighting how these stereotypical configurations operate as a psychological and normative substrate that contributes to the persistence of double standards based on gender, legitimizing greater sexual freedom for men and stricter moral control over female sexuality. Finally, the educational implications of these findings are discussed, emphasizing the need for educational interventions that critically question gender stereotypes and promote higher education oriented toward equity and non-sexist training.

Internalized cultural capital refers to dispositions and evaluative schemas incorporated through socialization, constituting a symbolic substrate difficult to measure empirically. Valid instruments for this construct in higher education remain scarce in Latin America. This study evaluated the psychometric properties of the Internalized Cultural Capital Scale (Díaz Herrera et al., 2020) in Chilean university students. A sample of 616 undergraduates (58.8% women; M age = 22.58, SD = 4.37) was split into two subsamples (n = 308 each) for exploratory and confirmatory factor analysis. EFA on polychoric correlations replicated the five-factor structure (KMO = 0.844), explaining 68.1% of variance. CFA (WLSMV) revealed an identification problem in the two-indicator Family Projection factor. A four-factor model showed adequate fit (CFI = .958; TLI = .948; RMSEA = .106; SRMR = .082). Three dimensions showed good reliability (ordinal α: .79–.94; ω: .748–.918; AVE: .511–.677). The total score correlated negatively with socioeconomic self-placement (ρ = −.250; p < .001) but overlapped substantially with the Gender Role Attitudes Scale (ρ = −.654; p < .001), not supporting discriminant validity. Women scored significantly higher than men on three dimensions. These findings inform instrument refinement for research on cultural inequality in higher education.