Abstract
The present study aimed to identify factors that undergraduate and graduate students perceive as barriers or supports in the academic career in mathematics, and to analyze their relationship with students’ gender. The data was collected using questionnaires and interviews with academics from two Brazilian institutions, and was analyzed based on areas cited in the literature, namely: internal/individual, social, parental/family, institutional/school, environmental, and financial. Students reported perceiving more support than barriers throughout their careers, and it is understood that the barriers may mainly affect female students. Interrelationships were identified between the areas investigated and the strong influence of social factors in all of them.
GENDER RELATIONS; MATHEMATICS TEACHING; WOMEN