Brecha de género en Alfabetización Transmedia de estudiantes de Comunicación del Centro Occidente de México

Abstract

With the aim of identifying the gender gap in transmedia literacy among Communication students from the Central West region of Mexico, and in light of the lack of studies on gender differences in these competencies, a survey was conducted with 208 students from four universities. The survey compared students in the cognitive (knowing), pragmatic (doing), and emotional (valuing) dimensions of transmedia literacy. Statistical analysis included the Mann-Whitney U test, and the results revealed that while there are no statistically significant differences in the self-perception of knowledge (cognitive dimension) or in the valuation of competencies (emotional dimension), a significant gap was identified in the pragmatic dimension. Specifically, male students reported a higher frequency of transmedia production and interaction (doing). In contrast, female students, although they practice these skills less frequently, assign them greater importance for their future professional performance. The study concludes by highlighting the need to implement gender-sensitive pedagogical strategies that promote practical and equitable academic participation, so that women in communication have better opportunities for job placement.