Experiencias de estudiantes universitarias madres: significados del estrés académico en contextos de maternidad temprana en Quito

Abstract

The main objective of this research is to analyze the experiences of university student mothers from public and private universities and the academic stress associated with early motherhood in Quito. A qualitative approach with complementary quantitative support was used for the study. The design was based on a multiple-case study and a cross-sectional approach. Concepts related to academic stress and early motherhood were used as a starting point for the research. An unstructured interview was used to obtain information through conversation. Cohen et al.'s (1983) Stress Perception Scale (SPS) was used as a complement. Inclusion criteria included age group, university status, having at least one minor child, and agreement to participate in the study. Exclusion criteria included university students outside this age range, or those without children in their care who did not wish to participate in the study. A selection of cases was also considered to represent levels of institutional support, academic load, and socioeconomic context. The sample was defined as typical cases. The main findings were that stress stems not only from the academic load or teaching demands, but also from the difficulty balancing the roles of mother and student. This generates feelings of guilt, emotional fatigue, anxiety, and the risk of dropping out of school. This situation is exacerbated in contexts with limited support networks or where institutional policies do not include specific measures for the inclusion of young mothers.