Maternity and the training of chemistry teachers

Abstract

The present study creates stories that explore the intersection between motherhood and initial teacher education, contributing to debates on gender equity in higher education. It investigates the impact of motherhood on the academic trajectories of students enrolled in a Chemistry teacher education program, addressing how women who are mothers inhabit and resist the university environment. The narratives examine challenges such as the discovery of pregnancy, student dropout, support networks, withdrawals and returns, institutional support, experiences as mothers within the university, and the reconciliation of motherhood and studies after periods away from school. Motherhood, combined with the pursuit of education, work, and domestic responsibilities—the so-called triple burden—reveals the impacts of a patriarchal society on these women. The study highlights the urgency of considering their experiences in teacher education and proposes strategies to overcome the multiple obstacles they face. It reinforces the need for public policies focused on mothers, the construction of strong support networks, and the creation of fairer and more welcoming academic environments. Finally, the study advocates for the implementation of institutional and collective actions that value motherhood, aiming to ensure that all women have the conditions to achieve their full academic and professional potential.