Abstract:
Women constitute the majority of students enrolled in higher education in Brazil (INEP,
2023), reflecting significant progress toward gender equality in access to education. However,
these advancements have not eliminated the socioeconomic, psychological, and cultural
challenges that affect the academic experiences of part of the female population, particularly
students who are also mothers. This study analyzes the challenges faced by student-mothers in
the Executive Secretariat program at the Federal University of Bahia (UFBA) in balancing
motherhood with academic pursuits. The research, applied in nature, adopts a descriptive
character and a qualitative approach, utilizing ethnographic and autoethnographic methods to
deepen the understanding of the complexities of this experience. Data collection involved a
questionnaire administered to six student-mothers of young children (aged 0 to 6) during their
undergraduate studies, in addition to the autoethnographic accounts of the author. The results
revealed various socioeconomic and psychological factors that directly influence these
students academic trajectories, emphasizing the importance of financial stability, support
networks and institutional assistance. It concludes that the experience of being both a mother
and a student requires greater attention from educational institutions, highlighting the
necessity of recognizing the interdependence between mothering and academic formation to
foster inclusion and educational success for this group.
