This paper examines the influence of gender, educational attainment and family-related variables on the academic aspirations of students aged. Using data from the Academic Achievement Assessment in Andalusia (Spain) during 2006/2007 and from a questionnaire answered by 3963 students and 3842 families, we obtained information about students’ test scores, their academic expectations and the social and educational resources of their families. Chi-square tests and a binary logistic regression were carried out to identify the influence of the independent variables on aspirations. Results show that all variables are relevant to the students’ aspirations, but when their combined effects are considered, educational attainment and the educational levels of parents have greater power than gender to predict students’ aspirations.

This article provides a critical reflection on biographical-narrative research based on research experience with qualitative methodology, particularly with the application of phenomenological and existential methods with rural women in processes of socio-laboral transition. Focusing on this methodological approach, this article will consider: (a) the use and importance of the biographical-narrative approach in social sciences, (b) the main tensions and paradoxes that exist today in studies based on interpretative-critical methods, (c) the biographical-narrative research process using life stories, their phases, tasks, and contributions to science. Joining theoretical and field research, the author shows how the biographical-narrative method and its performance favor critical reflection and shared learning. The reflection on one’s own experience this method provides gives a person a sense of authorship regarding her life, and contributes to the development and transformation of the participants.

This research aims to identify the attitudes and competences of mature students regarding information and communication technologies (ICT), with special focus on digital learning platforms and social networks (Web 2.0). In addition, the study tries to assess the influence of several socio-demographic variables (gender and age) in the use of these tools and in the students’ self-perception of their digital competency. The research uses the survey method and a questionnaire has been applied to a sample of 382 students entering the University of Seville via the special routes for older than 25, than 40 and 45 years. Results showed a general positive attitude towards the ICT, which could also be qualified as pragmatic, since the tools are positively valued based on their potential benefits in the learning processes. Results also point to the fact that students have not been specifically trained in the use of ITC. The level of competency that they claim to possess regarding the use of these resources is medium-low. Furthermore, the over 45 year group declare themselves less competent than the over 25 and 40. Finally, some suggestions are given in order to improve the participation of mature students in Higher Education.

Within the specific framework of vocational training and guidance of young people and adults, entrepreneurship is considered as a possible transition that occurs in the professional / work the structural precarization of people, which implies for the construction and reorientation of professional and life projects. The objective of this article is to analyze the motivations and career determinants of the people who carry out an entrepreneurial activity, identifying profiles and needs about the way in which they articulate their various vital-professional roles. For this purpose, the questionnaire on Motivation and conditioners of entrepreneurship career (MCCE) was designed and applied, determining its psychometric characteristics (n = 248 entrepreneurs in Spain): content validity (expert review), construct validity (exploratory factor analysis) and internal consistency (Cronbach's alpha = .79), checking the suitability and relevance of the instrument. The results show a marked satisfaction with respect to their professional trajectories, while the existence of conflicts for personal-professional conciliation. Business advice needs are differentiated from career guidance needs. The presence of a variety of motivations to undertake is identified, finding, through cluster analysis three notable profiles based on the factors found and the sociodemographic variables. The model obtained its implications for the design of training and orientation actions for entrepreneurs are discussed.

En este artículo se estudia una serie de variables vinculadas al desarrollo profesional de trabajadores jóvenes y adultos desde un enfoque de género. Se analizan las percepciones de mujeres y hombres trabajadores respecto al éxito profesional subjetivo de sus carreras, dentro del contexto español, atendiendo a la satisfacción e identificación de patrones de género. Se combina una metodología cuantitativa y cualitativa (enfoque mixto), aplicando un cuestionario a una muestra de 205 trabajadores, así como entrevistas a una submuestra de 32 personas. Los resultados permiten describir una marcada dualidad en la percepción de la progresión de la carrera, la satisfacción laboral y las expectativas de logro, en relación con el género, pero también con la edad. Las barreras percibidas en el desarrollo profesional presentan igualmente patrones diferenciados. Se derivan implicaciones prácticas, a fin de mejorar las estrategias de orientación de las carreras de trabajadoras y trabajadores tomando en cuenta esta realidad. This paper examines a series of variables related to the profesional development of young and adult workers from a gender perspective. It analyses, within the Spanish context, how working women and men subjectively perceive their professional success, paying attention to the identification and following of gender patterns. Quantitative and qualitative methodologies are combined in a mixed approach that uses a questionnaire (given to a sample of 205 workers) and interviews (with a subsample of 32 individuals). Their results enable us to describe a marked duality in the perception of career progression, job satisfaction and achievement expectations in relation to gender but also age. The barriers perceived in professional development also present differentiated patterns. Practical implications are derived with a view to improve career guidance strategies for working women and men, taking this reality into account.

The current scientific assessment policies in contemporary Spain increasingly push junior and senior researchers of the Spanish academia to the ‘global’ knowledge production model based on highly specific and monolingual academic works. This turn towards a Journal Citation Reports – English written articles mode of knowledge transmission has deeply affected the quality of the academic work of the Spanish (and Hispanic) scholastic community, the relationship between the social scientists and their research participants and the social value of the research itself. In this article, combing data on academic activity and scientific policies, qualitative interviews of Hispanic scholars and pieces of our research diaries, we discuss the subtle but irreversible impact of the so called ISI-CI model on our scientific biographies.