Reacciones y acciones de mujeres jóvenes ante la violencia machista en Instagram

Irene Bajo-Pérez; Virginia Rodés Paragarino; Begoña Gutiérrez San Miguel

doi:10.31921/doxacom.n38a1996

Authors

Irene Bajo-Pérez University of Salamanca, Spain https://orcid.org/0000-0001-6643-933X
Virginia Rodés Paragarino Tecnologico de Monterrey, Mexico https://orcid.org/0000-0002-7229-4998
Begoña Gutiérrez San Miguel University of Salamanca, Spain https://orcid.org/0000-0003-1254-258X

DOI:

https://doi.org/10.31921/doxacom.n38a1996

Keywords:

Young women, gender-bases cyber-violence, Instabram, support networks, justice systems

Abstract

Recently, numerous studies have focused on the digitisation of the patriarchal system that has taken place over the last decade, as well as online gender-based violence. Nevertheless, there has been a paltry amount of research linked to identifying the effect of this phenomenon on the main victims, who are women. To address this shortcoming, the aim of this study is to identify how women react to the gender-based cyber-violence they experience online, and to determine their motives for taking action. The authors have used a mixed methodology by integrating a descriptive phase of the object of study with another that is explanatory, thereby enabling a broader perspective and deeper understanding of the phenomenon analysed. The findings reveal two ways that women proceed: reacting, or not reacting, which are linked to action and non-action in three different domains: Instagram, support networks, and justice systems. The reaction, or non-reaction, that women carry out, as well as the reasons they have for doing so, are influenced by gender mandates. In other words, faced with a domineering maleness, a subjugated femaleness has been observed in which women assume a role of passivity and victimisation.

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Author Biographies

Irene Bajo-Pérez, University of Salamanca, Spain

Bachelor of Arts in Sociology and a Master’s Degree in Interdisciplinary Gender Studies. She is currently a PhD student in the programme entitled, Interdisciplinary Gender Studies and Equality-Related Policies (Estudios Interdisciplinares de Género y Políticas de Igualdad). Currently, she is a researcher in training in the Department of Sociology and Communication, Faculty of Social Science, University of Salamanca. Her thesis addresses sexism and violence toward women on social networks. Likewise, her lines of research, as well as her participation in various projects, also revolve around violence against women and inequality on social networks. These topics have also been reflected in the presentations she has made at national and international conferences, and in her publications as well.
Virginia Rodés Paragarino, Tecnologico de Monterrey, Mexico

PhD in Equality and Innovation in Education, University of Santiago de Compostela. Postdoctoral fellow in the Educational Technology Unit of the Institute for the Future of Education. Member of the National Association of Uruguayan Researchers in Social Science-Communication and the Media. Her lines of research address the analysis, development, and implementation of educational technology in higher education, with emphasis on open learning. She holds the UNESCO Chair in Open Education in Uruguay, in addition to being a member of the LATAM Regional Node of Global Open Education. She also serves on the Advisory Board of Open Education for a Better World, and is also a fellow of the Global OER Graduate Network (GO-GN).
Begoña Gutiérrez San Miguel, University of Salamanca, Spain

She holds the post of University Chair. Her lines of research are related to audio-visual narrative language with an emphasis on gender and cinematography, as well as on environmental issues in relation to cinema. Other lines of study include nationalism and identity through audio-visual and television narratives, an area for which she has several publications. She also serves as principal investigator (PI) for the NAES research group of the University of Salamanca, and has imparted classes at the following institutions as well: University of Oviedo; Art and Design School of the Ministry of Education and Science in Huesca, Spain; University of Azuay, Faculty of Communication, Cuenca, Ecuador; the Escuela de Magisterio de Huesca, (QTS -Teacher Training Centre in Huesca, Spain), University of Zaragoza; and the University of Grenoble.

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