Este estudo descreve as experiências de preconceito e discriminação de mulheres negras em uma universidade pública e suas estratégias de enfrentamento. Foi realizado um estudo qualitativo descritivo por meio de entrevista com 15 mulheres na faixa etária de 22 até 55 anos. Os dados coletados foram submetidos à análise de conteúdo dando origem as categorias: concepções sobre ser mulher negra; experiências de preconceito e discriminação na universidade; estratégias de enfrentamento do preconceito e da discriminação. Constatou-se que a concepção de ser mulher negra envolve necessariamente o desafio de construir uma autoimagem e identidade positivas e uma perspectiva de resistência. O preconceito e discriminação na universidade manifestaram-se por meio de experiências que indicam hostilidade, rejeição e impedimentos. As estratégias de enfrentamento do preconceito e discriminação, por sua vez, envolvem o apoio da família, o envolvimento com a estética, a religiosidade e a ancestralidade de matriz africana, a participação em coletivos organizados de estudantes negros dentro da universidade.
To understand the limits and possibilities of academic success of black students at the University of São Paulo (USP), Brazil, the present study sought to identify the levels of Subjective Well-Being (SWB) of students and assess their relations with sociodemographic variables of race-color, sex, and income, in the context of the COVID-19 pandemic. We applied an online survey composed of the Subjective Well-being Scale (SWBS) and questions concerning aspects of academic experience to a sample of university students (n = 634; 65,0% female; Mage = 23.85; SD = 6.78). We performed statistical analyzes in order to verify the main trends and differences between the different groups of the sample, which included descriptive tests of the dataset, regression, analysis of variance (ANOVA), t-test and correlations. The average SWB of USP students was significantly low (M = 2.26; SD = 2.05), heavily impacted by the COVID-19 pandemic. Furthermore, the study suggests racism, sexism and classism exert a significant influence among them, insofar as blacks have significantly lower BES rates compared to non-blacks (0.049*); women in relation to men (0.001*); and those with lower incomes (<0.001*), to the more affluent. In the intersectional analysis, it is observed that black women report the lowest level of SWB (M = 1.76; SD = 1.25). In general, the students consider that the pandemic context significantly influenced their responses to the SWBS, with an even more significant impact among women (<0.001*), which allows us to infer that the restrictive measures aggravated sexism in their homes. Affirmative action policies, therefore, must go beyond the entrance of historically marginalized populations in higher education, it must also promote retention and academic success in association with the well-being and mental health of these students.
This present work is part of a larger study that aims to describe and analyze the "Limits and possibilities for the good living of black students in higher education institutions". Its specific object is the investigation of Subjective Well-Being (SWB) of black and nonblack students, describing and analyzing aspects such as satisfaction with life and positive and negative effects. Until now, there were no SWB studies in the Brazilian context that included the race category in their analyses. This is an exploratory investigation based on the collection and analysis of data on SWB from black and non-black students at USP, to deepen and complement the analyzes and results for the larger study. The data were analyzed according to sex-gender, race, and students' income, to produce a diagnosis of possible differences among the university experiences of students according to these social markers. It was found that the adoption of policies to encourage access to Higher Education changed the ethnic-racial composition of students at the University, but not its way of operating, where exclusion mechanisms only became more subtle, although no less perverse. This study is in line with the commitment to achieve greater justice and social equity, contributing to the training of researchers and psychologists constantly challenged by the construction of a society free of inequalities, discrimination, racism, and its psychosocial effects. Changes must take place from different fronts, including the University itself. By providing data that allow a diagnosis of the levels of subjective Well-Being and the experiences of the students investigated here, we can contribute to the adoption of measures that effectively provide the right to access University and to good living.
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