Mujeres estudiantes en la Educación Superior: Reflexiones sobre la desigualdad
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Universidad Nacional de Santiago del Estero . Facultad de Humanidades, Ciencias Sociales y de la Salud. Revista Científico-Académica YACHAY
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La decisión del estudiante de interrumpir su trayecto académico encuentra su raíz en aspectos sociales, familiares, económicos, culturales, que, en ocasiones, se entrelazan (Dome, 2021, Romero, 2023). En este sentido, es necesario destacar que el mayor flujo de estudiantes de enfermería se corresponde con el género mujer cis. Además, sería oportuno mencionar que la mujer estudiante de enfermería, se encuentra interpelada por modelos de rol sociales vinculados al cuidado (Soto Quiroz et al, 2020), anclados y replicados, que la ubican en franca desventaja durante el proceso formativo, interfiriendo su progresión en la carrera elegida. El presente escrito tiene como objetivo explorar y describir, desde el punto de vista teórico, diversos aspectos que pudieran interpelar la trayectoria académica universitaria de las mujeres, considerando la desigualdad estructural (Saba, 2007) y la perspectiva de género (Abeles, M.; Villafañe, S., 2022). En este sentido, se reflexionan, a partir de distintos posicionamientos teóricos, acerca de las múltiples opresiones que existen en los espacios académicos universitarios. Relatando y reflexionando acerca de las condiciones/situaciones que transitan las mujeres en estos escenarios educativos, que atraviesan e interpelan al género al emprender una carrera universitaria, en contraposición con los privilegios que social e históricamente han favorecido a los hombres. Se reflexiona también, sobre los efectos que esta desigualdad tiene sobre la permanencia de estas mujeres en la vida universitaria, y la importancia de la participación de la institución de nivel superior en la contención de las estudiantes, con el fin optimizar el acompañamiento estudiantil.
A student's decision to interrupt their academic career is rooted in social, familial, economic, and cultural factors, which are sometimes intertwined (Dome, 2021; Romero, 2023). In this sense, it is important to highlight that the largest number of nursing students is cis women. Furthermore, it is worth mentioning that female nursing students are challenged by social role models linked to caregiving (Soto Quiroz et al., 2020), which are entrenched and replicated, placing them at a clear disadvantage during the training process and hindering their progression in their chosen career. This paper aims to explore and describe, from a theoretical perspective, various aspects that could impact women's university academic careers, considering structural inequality (Saba, 2007) and the gender perspective (Abeles, M.; Villafañe, S., 2022). In this sense, the authors reflect, based on different theoretical perspectives, on the multiple oppressions that exist in university academic spaces. They recount and reflect on the conditions/situations that women experience in these educational settings, which challenge and challenge gender when embarking on a university career, in contrast to the privileges that have socially and historically favored men. They also reflect on the effects this inequality has on these women's retention in university life, and the importance of higher education institutions' participation in supporting these students, in order to optimize student support
A student's decision to interrupt their academic career is rooted in social, familial, economic, and cultural factors, which are sometimes intertwined (Dome, 2021; Romero, 2023). In this sense, it is important to highlight that the largest number of nursing students is cis women. Furthermore, it is worth mentioning that female nursing students are challenged by social role models linked to caregiving (Soto Quiroz et al., 2020), which are entrenched and replicated, placing them at a clear disadvantage during the training process and hindering their progression in their chosen career. This paper aims to explore and describe, from a theoretical perspective, various aspects that could impact women's university academic careers, considering structural inequality (Saba, 2007) and the gender perspective (Abeles, M.; Villafañe, S., 2022). In this sense, the authors reflect, based on different theoretical perspectives, on the multiple oppressions that exist in university academic spaces. They recount and reflect on the conditions/situations that women experience in these educational settings, which challenge and challenge gender when embarking on a university career, in contrast to the privileges that have socially and historically favored men. They also reflect on the effects this inequality has on these women's retention in university life, and the importance of higher education institutions' participation in supporting these students, in order to optimize student support
Filiacion del Creador:
Fil: Stella Maris Buera: Área de Enfermería en el Programa Provincial de VIH- SIDA e ITS. Santiago del Estero. Argentina.
Fil: Silvina Inés Díaz: Universidad Nacional de la Patagonia Austral. Argentina.
Fil: Leandro Ariel Ferreyra: Universidad Nacional de la Patagonia Austral. Argentina.
Fil: Claudia Inga: Universidad Maimonides. Argentina
Fil: Alejandro Daniel Romero: Universidad Nacional de la Patagonia Austral. Argentina.
Fil: Tiara Abigail Romero Vallejos: Universidad Nacional de la Patagonia Austral. Argentina.
Fil: Silvina Inés Díaz: Universidad Nacional de la Patagonia Austral. Argentina.
Fil: Leandro Ariel Ferreyra: Universidad Nacional de la Patagonia Austral. Argentina.
Fil: Claudia Inga: Universidad Maimonides. Argentina
Fil: Alejandro Daniel Romero: Universidad Nacional de la Patagonia Austral. Argentina.
Fil: Tiara Abigail Romero Vallejos: Universidad Nacional de la Patagonia Austral. Argentina.
Palabras clave
Interrupción del trayecto académico, Modelos de desigualdad, Perspectiva de género, Representaciones sociales, Interruption of the academic path, Patterns of inequality, Gender perspective, Social representations