O fortalecimento da participação feminina na área de TI vem sendo uma preocupação cada vez maior em universidades e empresas. Devido à variedade de ações que podem ser executadas com este objetivo, pessoas interessadas em iniciar projetos nesta temática podem enfrentar dificuldades para selecionar ações adequadas ao contexto no qual estão inseridas. O objetivo deste artigo é relatar a experiência do projeto Meninas Digitais do Vale que uniu pesquisa e extensão para selecionar sistematicamente ações para fortalecer a participação feminina nos cursos de Engenharia de Software e Ciência da Computação em uma universidade. A metodologia adotada envolveu a condução de um mapeamento sistemático, um survey e brainstorming para a seleção de ações adequadas ao campus e aos desafios e necessidades das alunas ativas nos cursos.
ResumoInvestigaram-se variáveis académicas e familiares, procurando-se descortinar a sua relação com o posicionamento dos estudantes face às vivências da praxe, a nível da sua integração académica. 163 estudantes do 1.º ano do Ensino Superior responderam a um questionário e à subescala "Integração" do Questionário de Vivências da Praxe (QVP). O "Tempo de estudo" foi a única variável, entre as estudadas, que apresentou uma associação estatisticamente significativa com o "Posicionamento face às vivências da praxe". O rendimento académico é influenciado por diversas variáveis, entre as quais o "Sexo", a "Posição da opção de escolha do curso" e o "Tempo de estudo". Palavras clave: Ensino superior; vivência da praxe, integração académica.
AbstractSome academic and family variables were investigated, in order to perceive their relationship with the positioning of the university students in relation to the role of the hazing practices, in terms of their academic integration. 163 students from Higher Education answered to a questionnaire and to the Hazing Living Experiences Questionnaire (QVP). "Study time" was the only variable, among those studied, that presented a statistically significant association with the "Positioning in relation to the hazing practices". Moreover, the academic performance of the students is influenced by several variables, among which are the "Gender", "Position of choice of course" and "Time of study".
ResumoInvestigou-se a resiliência em estudantes no Ensino Superior, com e sem vivência da praxe, e a relação entre resiliência e integração social. Palavras clave: Ensino superior; praxe académica; resiliência.
AbstractIt was studied the resilience in the universities students, with and without experience of hazing, and the relationship between resilience and social integration. The sample was composed by 163 first-year students from the University of the Azores. Data were collected through a questionnaire about personal, academic and familiar topics, the Resilience Scale of Wagnild and Young (ER), the Hazing Living Questionnaire (QVP) and the Social Integration Questionnaire in Higher Education (QISES). Respondents presented moderate level of resilience; no significant differences were found between those who lived hazing and those who did not. There was a positive and statistically significant correlation between ER and QISES.
This study aims to understand the kind of relationship that students from two Portuguese higher education institutions – the Portalegre School of Health Sciences (ESSP) and the University of the Azores (UAC) – have with hazing and whether there are profiles of students associated with different types of relationship with hazing. Data were collected through the scale ‘Evaluation of Bullying Situations in Higher Education Hazing’. The findings obtained using appropriate statistical techniques, exhibit significant differences between the ESSP and the UAC, with students from the ESSP displaying a better relationship with hazing. They also showcase appreciable differences in the relationship with hazing between the ESSP and the UAC depending on personal, academic and behavioral variables. The findings finally indicate that, at each institution, the profile of students who express a better relationship with hazing differs from those who distance themselves from this ritual in terms of personal, academic and behavioral variables.
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