Abstract

SILVA, GUILHERME HENRIQUE GOMES DA. AFFIRMATIVE ACTION IN BRAZILIAN HIGHER EDUCATION: PATHWAYS FOR THE PROGRESS AND CONTINUANCE OF STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) PROGRAMS. Educ. rev. [online]. 2019, vol.35, e170841.  Epub July 25, 2019. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698170841.

The purpose of this work is to understand factors that contribute to the retention and academic progress of students in science, technology, engineering, and mathematics (STEM) programs available at universities through affirmative action policies. Using a qualitative research approach, the data were obtained from semi-structured interviews with affirmative action students and faculty in STEM programs at two federal Brazilian universities. Data were organized and analyzed using content analysis and the theoretical perspective of critical inquiry. This process was supported by a broad framework and provided clues to understanding significant factors in the university trajectory of these students, which can be summarized in five themes: initial academic preparation, social integration, academic integration, the role of the teaching staff, and issues beyond pedagogy.

Keywords : Social and Academic Integration; Retention; Microaggressions; Affirmative Action; Mathematics Education..

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