Women's Voices in Higher Education: Bridging Student Voice Research for Gender Equity in Brazil and Italy

This paper examines the role of ‘voice’ in promoting gender equity in higher education in Brazil and Italy. Drawing from the studies of Puggian (2009; 2024) and Grion (2014; 2017), it explores strategies to address the underrepresentation of women’s voices in Science and Technology careers. The study adopts a methodological approach to the notion of ‘voice,’ as exemplified by Smyth and Hattam (2001), who define ‘voiced research’ as a means of bringing to light perspectives that would otherwise be marginalized, silenced, or excluded by dominant structures and discourses (p. 378). According to them, the central premise of voiced research is that groups traditionally excluded from knowledge production—those positioned far from centers of power and lacking access to dominant oral, theoretical, or epistemological frameworks—possess valuable insights to share (p. 378). Smyth and Hattam (2002) outline a three-phase process for constructing knowledge with school leavers. The Reconnaissance Phase focuses on identifying voices through open-ended discussions, key issue identification, reassurance, and the building of mutual respect. This stage maximizes interaction and broad participation. The Active Phase involves in-depth conversations, where participants seek details, refine their focus, engage in targeted discussions, and foster a comfortable and supportive environment. Typically, this phase involves smaller groups for deeper engagement. The Reactive Phase ensures follow-up and validation by identifying gaps, clarifying information, and refining initial findings through further interaction. This structured approach guarantees that voices are not only heard but actively contribute to the co-construction of knowledge. The theoretical framework of this study builds on Puggian’s (2009) research in Brazil, where she applied voiced research in an ethnographic study with underprivileged students who had lived on the streets of Rio de Janeiro. More recently, she coordinated the project "Science and Technology for Women’s Rights" (2022–2024), employing a similar methodology to engage young women from local high schools in a study on career choices. The project shed light on various forms of gender-based violence that hinder young women’s access to higher education. The students' voices revealed that science also reflects a masculine perspective, reinforcing Silva’s (2010, p. 97) assertion that the curriculum is an artifact that embodies and produces gender relations. Seeking to challenge these inequalities, the project facilitated student access to knowledge in digital design, applications, and robotics, significantly altering their perceptions of sexism in technical and scientific fields. By linking these initiatives to the issue of violence against women, participants became more empowered to engage in discussions about their academic, social, and political rights (UNESCO, 2018). In this sense, the research makes a unique contribution to understanding the persistent barriers to women’s access to higher education in Brazil, particularly in STEM fields. In Italy, Grion and Alison Cook-Sather (2013) published a book on student voice, introducing international contributions on the subject to the Italian educational context. This work gathered and shared national experiences that aligned with the student voice principles. According to Grion (2017), this perspective found fertile ground for development in Italy, supported by the country’s rich educational tradition. Several historical elements can be seen as precursors to this approach, including the pedagogical contributions of Don Bosco, Maria Montessori, and Don Milani, who pioneered a libertarian educational style emphasizing student autonomy and active participation. Although the student voice approach has gained significant traction in basic education, its integration into higher education in Italy remains a considerable challenge. Universities, traditionally structured around lecture-based teaching methods, often prioritize content delivery over student engagement, limiting opportunities for dialogue and knowledge co-construction. While some initiatives have emerged to promote interactive and student-centered learning environments, resistance to change persists due to deeply ingrained academic cultures and institutional structures. Similar patterns can be observed in Brazilian higher education institutions (Puggian; Silva, 2024). In this paper, we argue that to fully embrace the student voice perspective in higher education, particularly in relation to gender equity, it is essential to rethink pedagogical strategies, encourage collaborative learning, and foster environments where students, specially women, are actively engaged in shaping their educational experiences. References COOK-SATHER, Alison. Student Voice: The Value of Students in Schools and Universities. London: Springer, 2020. FIELDING, Michael. Student Voice and Democratic Renewal: Building Partnerships for Learning. Cambridge: Cambridge University Press, 2011. GRION, Valentina. ‘Student Voice’ in Italy: the State of the Art. Teaching and Learning Together in Higher Education, [S.l.], n. 20, 2017. Disponível em: <https://repository.brynmawr.edu/tlthe/vol1/iss20/3&gt;. Acesso em: 17 fev. 2025. GRION, Valentina; MARETTO, Miriam. Student Voice and participatory curriculum design: an added value to school reform. 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