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Influência do género na adpatação psicológica a experiências de elevada adversidade : um estudo com estudantes de ensino superior
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Este estudo procurou compreender como estudantes do ensino superior de diferentes géneros interpretam, vivem e gerem experiências de elevada adversidade (EEA), explorando o papel atribuído ao género e aos estereótipos de género nesse processo. Através de uma metodologia qualitativa, realizaram-se entrevistas individuais semiestruturadas a sete estudantes universitários, analisadas segundo uma lógica inspirada na Grounded Theory. Os resultados organizaram-se em dois eixos analíticos. No eixo A, relativo às narrativas livres sobre EEA, verificou-se que o género não surgiu espontaneamente como fator determinante. As EEA foram descritas como experiências subjetivas, emocionalmente exigentes e com impacto na saúde mental, relações interpessoais, percurso académico, autoeficácia e saúde física. Foram identificadas estratégias de coping focadas no problema, na emoção e no evitamento, bem como processos de ressignificação associados ao desenvolvimento pessoal, empatia, autocompaixão, fortalecimento da autoeficácia e melhoria das relações. No eixo B, centrado nas reflexões sobre estereótipos de género, os participantes reconheceram que a influência do género emerge sobretudo através de expectativas sociais que podem legitimar, silenciar ou transformar a expressão do sofrimento. Conclui-se que a adaptação psicológica às EEA deve ser compreendida pela articulação entre experiência subjetiva, contexto relacional e normas socioculturais de género.
This study sought to understand how higher education students of different genders interpret, experience, and manage experiences of high adversity (EHA), while exploring the role attributed to gender and gender stereotypes in this process. Using a qualitative methodology, individual semi-structured interviews were conducted with seven university students and analysed according to a logic inspired by Grounded Theory. The results were organised into two analytical axes. Axis A, focused on free narratives about EHA, showed that gender did not emerge spontaneously as a determining factor. EHA were described as subjective and emotionally demanding experiences, with an impact on mental health, interpersonal relationships, academic pathways, self-efficacy, and physical health. Problem-focused, emotion-focused, and avoidance-focused coping strategies were identified, as well as processes of meaning reconstruction associated with personal development, empathy, self-compassion, strengthened self-efficacy, and improved relationships. Axis B, centred on reflections about gender stereotypes, showed that the influence of gender emerges mainly through social expectations that may legitimise, silence, or transform the expression of suffering. It is concluded that psychological adaptation to EHA should be understood through the articulation between subjective experience, relational context, and sociocultural gender norms.
This study sought to understand how higher education students of different genders interpret, experience, and manage experiences of high adversity (EHA), while exploring the role attributed to gender and gender stereotypes in this process. Using a qualitative methodology, individual semi-structured interviews were conducted with seven university students and analysed according to a logic inspired by Grounded Theory. The results were organised into two analytical axes. Axis A, focused on free narratives about EHA, showed that gender did not emerge spontaneously as a determining factor. EHA were described as subjective and emotionally demanding experiences, with an impact on mental health, interpersonal relationships, academic pathways, self-efficacy, and physical health. Problem-focused, emotion-focused, and avoidance-focused coping strategies were identified, as well as processes of meaning reconstruction associated with personal development, empathy, self-compassion, strengthened self-efficacy, and improved relationships. Axis B, centred on reflections about gender stereotypes, showed that the influence of gender emerges mainly through social expectations that may legitimise, silence, or transform the expression of suffering. It is concluded that psychological adaptation to EHA should be understood through the articulation between subjective experience, relational context, and sociocultural gender norms.
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Palavras-chave
Experiências de elevada adversidade Adaptação psicológica Estereótipos de género Diversidade de género Estudantes do ensino superior Experiences of high adversity Psychological adaptation Gender stereotypes Gender diversity Higher education students
Contexto Educativo
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Licença CC
Sem licença CC