Desafios e estratégias de conciliação: um estudo sobre as dificuldades enfrentadas por mães durante graduação

Abstract

Female participation in higher education has grown significantly, becoming a key milestone in the pursuit of gender equality and reflecting progress in access to education. However, when this path is undertaken by women who are also mothers, additional challenges arise that directly affect their academic retention and performance. In this context, the aim of this study was to identify the main difficulties faced by mothers from the Alto Oeste Potiguar region during their undergraduate studies, with emphasis on academic, financial, emotional, and institutional support challenges. Methodologically, this is a qualitative study with descriptive and exploratory characteristics, adopting a mixed-methods approach. Data were collected through an online questionnaire made available via Google Forms. The sample consisted of 18 participants selected through intentional snowball sampling. The questionnaire was structured into four sections: (1) Characterization and general data, with closed questions designed to outline the participants’ socioeconomic and academic profiles; (2) Routine challenges, with mixed questions (open and closed) addressing the main obstacles encountered in balancing motherhood and academic life; (3) Institutional support, focusing on identifying policies and services offered by educational institutions; and (4) Emotions and feelings, composed of openended questions that allowed participants to freely express their perceptions, emotions, and coping strategies in their daily academic routines. The results show that, despite facing adversities such as task overload, lack of support, and emotional instability, the participants demonstrated resilience and determination, recognizing education as a path to social transformation and improved living conditions. Furthermore, the study revealed that many of these women struggle to maintain a regular academic routine due to the absence of an effective support network, the lack of specific institutional policies, and the accumulation of responsibilities, especially among those who are also employed. The accounts also indicate feelings of isolation and insecurity, as well as the impact of motherhood on academic performance and interpersonal relationships within the university environment. Therefore, the need for public policies and institutional practices that acknowledge this reality and offer tangible support—such as childcare assistance, transport, and meal programs—is evident, as these contribute to the continued presence of student mothers in higher education. Thus, this study not only highlights a reality often overlooked in academic contexts but also suggests pathways for future actions and research that promote a more inclusive, equitable, and sensitive university environment that values the diverse trajectories of its students.