Sexed virtual trajectories, university graduates in virtual education from a transversal perspective

Abstract

Various studies, referring to the university population, mention the growth of female enrollment and at the same time their presence in careers that show a relationship with traditional female roles. Highly feminized careers are teaching, nursing, midwifery, associated with the care roles attributed to women, and they are hierarchically and undervalued in salary.

University trajectories are considered as belonging to sexed persons and taking into account the impact of the discourses, technologies and techniques that forge specific masculinities and femininity in each particular social and historical context, and exclude by default any non-binary gender identity.

Based on these ideas and in light of the review of the bibliography, we propose to analyze information from in-depth interviews conducted with graduates of the different undergraduate degrees offered by the National University of Quilmes in its virtual modality.

This presentation focuses on the stories about female student trajectories developed to become graduates. Although it is understood that it is a particular case, it is intended to contribute to the knowledge of the trajectories of those who manage to become university graduates.