Effects of chronic social equality and inequality conditions on passive avoidance memory and PTSD-like behaviors in rats under chronic empathic stress.

INTRODUCTION: Social inequality conditions induce aversion and affect brain functions and mood. This study investigated the effects of chronic social equality and inequality (CSE and CSI, respectively) conditions on passive avoidance memory and post-traumatic stress disorder (PTSD)-like behaviors in rats under chronic empathic stress. METHODS: Rats were divided into different groups, including control, sham-observer, sham-demonstrator, observer, demonstrator, and co-demonstrator groups. Chronic stress (2 h/day) was administered to all stressed groups for 21 days. Fear learning, fear memory, memory consolidation, locomotor activity, and PTSD-like behaviors were evaluated using the passive avoidance test. Apart from the hippocampal weight, the correlations of memory and right hippocampal weight with serum corticosterone (CORT) levels were separately assessed for all experimental groups. RESULTS: Latency was significantly higher in the demonstrator and sham-demonstrator groups compared to the control group. It was decreased significantly in other groups compared to the control group. Latency was also decreased in the observer and co-demonstrator groups compared to the demonstrator group. Moreover, the right hippocampal weight was significantly decreased in the demonstrator and sham-demonstrator groups compared to the control group. Pearson's correlation of memory and hippocampal weight with serum CORT levels supported the present findings. CONCLUSION: Maladaptive fear responses occurred in demonstrators and sham-demonstrators. Also, extremely high levels of psychological stress, especially under CSI conditions (causing abnormal fear learning) led to heightened fear memory and PTSD-like behaviors. Right hippocampal atrophy confirmed the potential role of CSI conditions in promoting PTSD-like behaviors. Compared to inequality conditions, the abnormal fear memory was reduced under equality conditions.

MANdatory - why men need (and are needed for) gender equality progress.

While much progress has been made towards gender equality, diversity and inclusion in the workplace, education and society, recent years have also revealed continuing challenges that slow or halt this progress. To date, the majority of gender equality action has tended to approach gender equality from one side: being focused on the need to remove barriers for girls and women. We argue that this is only half the battle, and that a focus on men is MANdatory, highlighting three key areas: First, we review men's privileged status as being potentially threatened by progress in gender equality, and the effects of these threats for how men engage in gender-equality progress. Second, we highlight how men themselves are victims of restrictive gender roles, and the consequences of this for men's physical and mental health, and for their engagement at work and at home. Third, we review the role of men as allies in the fight for gender equality, and on the factors that impede and may aid in increasing men's involvement. We end with recommendations for work organizations, educational institutions and society at large to reach and involve men as positive agents of social change.

Positional Goods and Social Equality: Examining the Convergence Thesis.

Several philosophers argue for the 'convergence thesis' for positional goods: prioritarians, sufficientarians, and egalitarians may converge on favouring an equal (or not too unequal) distribution of goods that have positional aspects. I discuss some problems for this thesis when applied to two key goods for which it has been proposed: education and wealth. I show, however, that there is a variant of the thesis that avoids these problems. This version of the thesis is significant, I demonstrate, because it applies to a person's status as a citizen, which I suggest is the central concern of social or 'relational' egalitarianism.

Self-esteem trajectories over three decades predict opposition to social equality in midlife.

Although life trajectories are frequently theorized to explain people's attitudes toward different social groups, few studies have been able to directly assess their importance with suitable data. Addressing this gap and focusing on the development of general and domain-specific self-esteem, we report results from a population-based sample of Norwegians (N = 2,215) followed over 28 years and five time points from adolescence to midlife. Growth curve models demonstrated that irrespective of self-esteem domain, low levels of self-esteem in adolescence as well as a depressed self-esteem development over the next three decades were related to more overall opposition to social equality as well as more opposition to gender equality and immigration in midlife. The results held when controlling for participants' baseline political orientations and other key covariates in adolescence. Our findings indicate that low self-esteem and a lack of positive self-esteem development can be detrimental to harmonious intergroup relations in ever-diversifying societies. We discuss how future psychological interventions aimed at enhancing self-esteem may promote support for a more inclusive society.

Resilience against radicalization and extremism in schools: Development of a psychometric scale.

Practitioners, policymakers, and researchers alike have argued that the school environment can be both a risk and resilience factor for radicalization and extremism among youth, but little research has tested this directly. Against this background and using a cultural and community psychological approach, we developed a scale to measure resilience against radicalization and extremism in schools focusing on factors that can strengthen social cohesion. A total of 334 school pupils from mostly urban areas in Norway were recruited for this research, of which 233 passed an attention check and were retained for analyses. Participants completed a larger set of items that were derived from theory and the experiences of practitioners and were intended to measure resilience to radicalization and extremism. Exploratory factor analysis identified three dimensions: (1) the perception that the school treats pupils equally no matter their social backgrounds, (2) the perception of the school and its employees as attentive and proactive in meeting pupils' anger resulting from social and political issues, and (3) the presence of mutual respect. In regression analyses, the equality dimension predicted lower extremist intentions and radicalization as well as four out of five extremism risk factors (i.e., lower anomie, symbolic and realistic threats, and relative deprivation). Mutual respect showed no significant effect, whereas school attentiveness positively predicted three risk factors as well as radicalism intentions and violent intentions, suggesting that such attentiveness may be a response to these issues. In sum, the findings indicate that resilience against extremism in schools may be nurtured especially by creating an egalitarian school environment. Our study provides the first scale assessing such resilience in schools, which can be further tested and developed in future research.

Social Equality in an Alternate World.

Genes have long been used to validate social inequality. The Genetic Lottery: Why DNA Matters for Social Equality, by Kathryn Paige Harden, attempts not only to reclaim genetic research on human behavior from its eugenic past but also to argue that genetic research can be used to understand and enhance social equality. This review essay illustrates why embracing a political agenda in which genetics matter for social equality will not in practice advance efforts to reduce social inequality. It argues that the points raised in The Genetic Lottery would be important in an alternate world in which structural inequalities have ceased to exist, but not in the world we live in today.

Nanomedicine for the poor: a lost cause or an idea whose time has yet to come?

The most effective COVID-19 vaccines, to date, utilize nanotechnology to deliver immunostimulatory mRNA. However, their high cost equates to low affordability. Total nano-vaccine purchases per capita and their proportion within the total vaccine lots have increased directly with the GDP per capita of countries. While three out of four COVID-19 vaccines procured by wealthy countries by the end of 2020 were nano-vaccines, this amounted to only one in ten for middle-income countries and nil for the low-income countries. Meanwhile, economic gains of saving lives with nano-vaccines in USA translate to large costs in middle-/low-income countries. It is discussed how nanomedicine can contribute to shrinking this gap between rich and poor instead of becoming an exquisite technology for the privileged. Two basic routes are outlined: (1) the use of qualitative contextual analyses to endorse R&D that positively affects the sociocultural climate; (2) challenging the commercial, competitive realities wherein scientific innovation of the day operates.

The Influence of Perception of Social Equality and Social Trust on Subjective Well-Being Among Rural Chinese People: The Moderator Role of Education.

The present study explored the moderation effect of education on the relationship between the perception of social equality and social trust and individuals' subjective well-being (SWB) in rural China. Data were derived from the nationally representative cross-sectional Chinese General Social Survey (CGSS). After handling missingness, 5,911 eligible participants (age 18 years or older) from the 2015 wave were included in the model. We used logistic regression to test the hypotheses. We first tested the effect of the perception of social equality and social trust on SWB. Then we added an interaction term to test the moderation effect of education in this relationship. The results show that education had a significant moderating effect on the association between general social trust and SWB. While had no significant effect on the association between the perception of social equality, special social trust and SWB. The perception of social equality had significant effects in both groups. The relationship between special social trust and SWB in both groups was not significant. For the more educated group, general social trust had a significant and positive effect on SWB.

Advancing Equity in Public Administration: Prioritizing Equality of Outcomes in the COVID-19 Crisis.

The destructive and ubiquitous nature of the COVID-19 pandemic presents a unique and important backdrop upon which to consider the practicality of an equitable approach to contemporary public administration. To minimize or ignore the specialized needs of marginalized populations in the time of COVID-19 is to prolong the spread of the disease, social restrictions, and the ultimate recovery of the American economy, as those disproportionally impacted are often public-facing essential workers who cannot stay home and effectively social distance. This commentary discusses the advancement of social equity as an essential component of policy planning in the current pandemic and offers practical administrative strategies for achievement, including heeding the data, dialoguing with community, partners, and taking courageous action.

La naturaleza destructiva y ubicua de la pandemia COVID­19 presenta un telón de fondo único e importante sobre el cual considerar la viabilidad de un enfoque equitativo de la administración pública contemporánea. Minimizar o ignorar las necesidades especializadas de las poblaciones vulnerables en el momento del COVID­19 es prolongar la propagación de la enfermedad, la relajación de las restricciones de permanencia en el hogar y la recuperación final de la economía estadounidense, ya que los afectados de manera desproporcionada son los trabajadores esenciales de cara al público que no pueden quedarse en casa y distancia social efectiva. Este comentario analiza el avance de la equidad social como un componente esencial de la planificación de políticas en la pandemia actual y ofrece estrategias administrativas prácticas para el logro, que incluyen prestar atención a los datos, dialogar con la comunidad, los socios y tomar medidas valientes.

Entre a igualdade e a diferença nos discursos do projeto saúde e prevenção nas escolas / Entre la igualdad y la diferencia: los engaños discursivos de la diversidad sexual en el proyecto salud y prevención en las escuelas / Between equality and difference: the sexual diversity's discursive traps at the project health and prevention at schools

Resumo A diversidade sexual tem sido uma questão amplamente discutida nos diversos espaços sociais, inclusive na escola. O objetivo deste artigo é analisar o discurso jurídico acerca da diversidade sexual presente nos materiais documentais do projeto governamental brasileiro chamado Saúde e Prevenção nas Escolas. Primeiramente, são expostos os elementos teóricos e metodológicos utilizados, inspirados sobretudo na concepção do discurso de Michel Foucault. Em seguida, é feita uma exposição e discussão dos resultados encontrados, em relação ao discurso jurídico presente nos materiais analisados. Problematiza-se a presença, nos documentos, de elementos baseados em recursos da justiça, como a igualdade entre os homens, respeito às diferenças e luta contra o preconceito e a "judicialização da vida". Por fim, apresentam-se algumas considerações finais que discutem o discurso em sua função de produção de realidades, questionando o duplo jogo da defesa da igualdade e as suas ciladas.

Resumen La diversidad sexual ha sido un tema ampliamente discutido en los distintos espacios sociales, incluyendo en la escuela. El propósito de este artículo es analizar el discurso jurídico sobre la diversidad sexual en el material documental del proyecto gubernamental brasileño llamado Salud y Prevención en las Escuelas. En primer lugar, se exponen los elementos teóricos y metodológicos utilizados, inspirados sobre todo en la comprensión del discurso de Michel Foucault. Luego, se exponen y discuten los resultados encontrados en relación con el discurso jurídico presente en los materiales analizados. Se problematiza la presencia, en los documentos, de elementos basados en recursos de la justicia, como la igualdad entre los hombres, el respeto a las diferencias y lucha contra el prejuicio y la "judicialización de la vida". Por último, se presentan algunas consideraciones finales que discuten el discurso en su función de producción de realidades, cuestionando el doble juego de la defensa de la igualdad y sus trampas.

Abstract Sexual diversity has been an issue broadly discussed in many social spaces, including at school. This article's goal is to analyze the legal discourse about sexual diversity present in the documental material of the Brazilian governmental project known as Health and Prevention at Schools. First, the article exposes the the theoretical and methodological elements used, inspired especially by Michel Foucault's conception of discourse. Next, the article exposes and discusses the results found in relation to the legal discourse present in the analyzed materials. It questions the presence, in the documents, of elements based on justice resources, such as equality between men, respect for differences and fight against prejudice and the "judicialization of life". Finally, some final considerations that discuss the discourse in its realities production function are presented, questioning the defense of equality's double game and traps.

The injustice of fat stigma.

Fatness stigma is pervasive. Being fat is widely regarded a bad thing, and fat persons suffer numerous social and material disadvantages in virtue of their weight being regarded that way. Despite the seriousness of this problem, it has received relatively little attention from analytic philosophers. In this paper, I set out to explore whether there is a reasoned basis for stigmatizing fatness, and, if so, what forms of stigmatization could be justified. I consider two lines of reasoning that might be advanced to defend fat stigma. The first is broadly consequentialist. It seeks to justify stigmatizing fatness based on the public health benefits that might be produced by doing so. The second argument takes stigmatizing fatness to be a warranted response to the morally blameworthy failure to slim down exhibited by fat persons. Clarifying and assessing each of these two lines of reasoning is the main task of this paper. I argue that, upon careful examination, both these attempts to justify the stigmatization of fatness fail.

Deaf Qualitative Health Research: Leveraging Technology to Conduct Linguistically and Sociopolitically Appropriate Methods of Inquiry.

One of the most understudied health disparity populations in the United States is the Deaf community-a sociolinguistic minority group of at least 500,000 individuals who communicate using American Sign Language. Research within this population is lacking, in part, due to researchers' use of methodologies that are inaccessible to Deaf sign language users. Traditional qualitative methods were developed to collect and analyze participants' spoken language. There is, therefore, a paradigm shift that must occur to move from an auditory data schema to one that prioritizes the collection and analysis of visual data. To effectively navigate this shift when working with Deaf sign language users, there are unique linguistic and sociopolitical considerations that should be taken into account. The current article explores these considerations and outlines an emerging method of conducting qualitative analysis that, we argue, has the potential to enhance qualitative researchers' work regardless of the population of focus.

"Leisurely Dining": Exploring How Work Organization, Informal Care, and Dining Spaces Shape Residents' Experiences of Eating in Long-Term Residential Care.

Mealtimes are among the busiest times in nursing homes. Austerity measures resulting in insufficient staff with heavy workloads limit the amount of time available to assist residents with eating. Within a feminist political economy framework, rapid team-based ethnography was used for an international study involving six countries exploring promising practices and also for a study conducted in one Canadian province in which interrelationships between formal and informal care were investigated. Data collection methods included interviews and observations. In addition, dining maps were completed providing a cross-jurisdictional comparison of mealtime work organization, and illustrating the time spent assisting residents with meals. Dining maps highlight the reliance on unpaid care as well as how low staffing levels leave care providers rushing around, preventing a pleasurable resident dining experience, which is central to overall health and well-being.

Conservation Motivation, Social Equality and Left-Right Ideological Preferences in Western and Eastern Europe.

We investigated how attitudes towards social equality can influence the relationship between conservation motivation (or openness) and personal ideological preferences on the left-right dimension, and how this relationship pattern differs between Western and Central & Eastern European (CEE) respondents. Using data from the European Social Survey (2012) we found that individual-level of conservation motivation reduces cultural egalitarianism in both the Western European and the CEE regions, but its connection with economic egalitarianism is only relevant in the CEE region where it fosters economic egalitarianism. Since both forms of egalitarianism were related to leftist ideological preferences in Western Europe, but in the CEE region only economic egalitarianism was ideologically relevant, we concluded that the classic "rigidity of the right" phenomenon is strongly related to cultural (anti)egalitarianism in Western Europe. At the same time, conservation motivation serves as a basis for the "rigidity of the left" in the post-socialist CEE region, in a great part due to the conventional egalitarian economic views.

Female Principals in Education: Breaking the Glass Ceiling in Spain / Directoras en Educación: Rompiendo el Techo de Cristal en España / Diretoras em Educação: Quebrando o Teto de Vidro na Espanha

Abstract Spanish schools are characterised by having a high proportion of female staff. However, statistics show that a proportionately higher number of men hold leadership positions. The aim of this study was to analyse the reasons why this is so, and to determine the motivations and barriers that women encounter in attaining and exercising these positions of greater responsibility and power. Questionnaires were administered to 2,022 female teachers, 430 female principals and 322 male principals. In addition, semi-structured interviews were held with 60 female principals, 14 focus group discussions were held with female principals and 16 autobiographical narratives were compiled with female principals and school inspectors. The reasons identified were related to structural aspects linked to the patriarchal worldview that is still dominant in our society and culture. Nevertheless, we also found motivations among women for attaining and exercising leadership roles.(AU)

Resumo As organizações escolares espanholas são caraterizadas pela grande proporção de mulheres que nelas trabalham. Porém, os dados estatísticos demonstram que, proporcionalmente, o número de homens em cargos de direção é superior. O objetivo deste estudo foi o de analisar as razões que explicam este fenômeno: as motivações e barreiras que as mulheres encontram para ascender e exercer estes cargos de maior responsabilidade e poder através da aplicação de questionários a 2.022 professores, 430 diretores e 322 conselheiros, além da realização de entrevistas com 60 diretores, coordenação de 14 grupos de discussões com diretores e condução de 16 entrevistas autobiográficas com diretores e inspetores de ensino. Os motivos identificados relacionam-se com factores estruturais associados a cosmovisões patriarcais, ainda dominantes na nossa sociedade e cultura. Porém, também foi possível verificar motivações entre as mulheres para ascenderem ao exercício destes cargos diretivos.(AU)

Resumen Las organizaciones escolares españolas se caracterizan por el alto índice de mujeres que trabajan en ellas. Sin embargo, los datos estadísticos demuestran que el número de hombres es superior en proporción en puestos de dirección. El estudio de las razones por las cuales ocurre esto es el principal objetivo de este artículo: las motivaciones y obstáculos que encuentran las mujeres para acceder a estos cargos de mayor responsabilidad y poder y ejercerlos, mediante la aplicación de cuestionarios a 2.022 profesoras, 430 directoras y 322 directores, así como 60 entrevistas semiestructuradas a directoras, 14 grupos de discusión con directoras y 16 autobiografías de directoras e inspectoras de educación. Las causas identificadas tienen que ver con aspectos estructurales, ligados a una cosmovisión patriarcal aún dominante en nuestra sociedad y cultura. Pero también se han hallado motivaciones para el acceso y desempeño del cargo directivo para las mujeres.(AU)

Female principals in education: breaking the glass ceiling in Spain / Directoras en educación: rompiendo el techo de cristal en España / Diretoras em educação: quebrando o teto de vidro na Espanha

Spanish schools are characterised by having a high proportion of female staff. However, statistics show that a proportionately higher number of men hold leadership positions. The aim of this study was to analyse the reasons why this is so, and to determine the motivations and barriers that women encounter in attaining and exercising these positions of greater responsibility and power. Questionnaires were administered to 2,022 female teachers, 430 female principals and 322 male principals. In addition, semi-structured interviews were held with 60 female principals, 14 focus group discussions were held with female principals and 16 autobiographical narratives were compiled with female principals and school inspectors. The reasons identified were related to structural aspects linked to the patriarchal worldview that is still dominant in our society and culture. Nevertheless, we also found motivations among women for attaining and exercising leadership roles.

As organizações escolares espanholas são caraterizadas pela grande proporção de mulheres que nelas trabalham. Porém, os dados estatísticos demonstram que, proporcionalmente, o número de homens em cargos de direção é superior. O objetivo deste estudo foi o de analisar as razões que explicam este fenômeno: as motivações e barreiras que as mulheres encontram para ascender e exercer estes cargos de maior responsabilidade e poder através da aplicação de questionários a 2.022 professores, 430 diretores e 322 conselheiros, além da realização de entrevistas com 60 diretores, coordenação de 14 grupos de discussões com diretores e condução de 16 entrevistas autobiográficas com diretores e inspetores de ensino. Os motivos identificados relacionam-se com factores estruturais associados a cosmovisões patriarcais, ainda dominantes na nossa sociedade e cultura. Porém, também foi possível verificar motivações entre as mulheres para ascenderem ao exercício destes cargos diretivos.

Las organizaciones escolares españolas se caracterizan por el alto índice de mujeres que trabajan en ellas. Sin embargo, los datos estadísticos demuestran que el número de hombres es superior en proporción en puestos de dirección. El estudio de las razones por las cuales ocurre esto es el principal objetivo de este artículo: las motivaciones y obstáculos que encuentran las mujeres para acceder a estos cargos de mayor responsabilidad y poder y ejercerlos, mediante la aplicación de cuestionarios a 2.022 profesoras, 430 directoras y 322 directores, así como 60 entrevistas semiestructuradas a directoras, 14 grupos de discusión con directoras y 16 autobiografías de directoras e inspectoras de educación. Las causas identificadas tienen que ver con aspectos estructurales, ligados a una cosmovisión patriarcal aún dominante en nuestra sociedad y cultura. Pero también se han hallado motivaciones para el acceso y desempeño del cargo directivo para las mujeres.

Gender-Role Portrayals in Television Advertising Across the Globe.

Although there are numerous studies on gender-role portrayals in television advertising, comparative designs are clearly lacking. With content analytical data from a total of 13 Asian, American, and European countries, we study the stereotypical depiction of men and women in television advertisements. Our sample consists of 1755 ads collected in May 2014. Analyzing the gender of the primary character and voiceover, as well as the age, associated product categories, home- or work setting, and the working role of the primary character, we concluded that gender stereotypes in TV advertising can be found around the world. A multilevel model further showed that gender stereotypes were independent of a country's gender indices, including Hofstede's Masculinity Index, GLOBE's Gender Egalitarianism Index, the Gender-related Development Index, the Gender Inequality Index, and the Global Gender Gap Index. These findings suggest that gender stereotyping in television advertising does not depend on the gender equality prevalent in a country. The role of a specific culture in shaping gender stereotypes in television advertising is thus smaller than commonly thought.

Escolha do curso por prounistas: estudando a dimensão subjetiva da desigualdade / Choose the course by prounistas: studying the subjective dimension of inequality / Elección de curso por becarios: estudiando la dimensión subjetiva de la desigualdad

Este artigo tem em sua base uma pesquisa realizada sobre a escolha do curso universitário por bolsistas ProUni e tem como finalidade contribuir para os estudos sobre a dimensão subjetiva da desigualdade social. O pressuposto básico é de que as significações subjetivas, presentes e evidenciadas nesta escolha, são fonte de informação para o debate da desigualdade social, na medida em que estes estudantes têm necessariamente origem em segmentos pobres da população e alcançaram a universidade. Foram entrevistados estudantes bolsistas de cursos com clientelas de diferentes perfis em uma mesma universidade. Os resultados são o conteúdo deste artigo, onde se destaca o sentimento de vitória pela conquista da universidade e o projeto de ultrapassar o que suas famílias já conquistaram, tornando-se melhores. A reflexão sobre como estes projetos estão significados pelos estudantes bolsistas permite contribuir para os estudos sobre a dimensão subjetiva da desigualdade social no Brasil.

This article is based on a survey about the choice of university course by ProUni fellows and aims to contribute to the studies on the subjective dimension of social inequality. The basic assumption is that the subjective meanings, present and discussed in this choice, are a source of information for the discussion of social inequality, to the extent that these students have necessarily from poor segments of the population and reached the university. Scholarship students were interviewed courses with clienteles of different profiles in the same university. The results are the contents of this article, which highlights the feeling of victory by winning the university and the project beyond what their families have won, becoming better. Reflection on how these projects are meant for scholarship students allows contribute to studies on the subjective dimension of social inequality in Brazil.

Este artículo tiene en su base una investigación realizada sobre la elección del curso universitario por becarios ProUni y tiene como finalidad contribuir para los estudios sobre la dimensión subjetiva de la desigualdad social. El presupuesto básico es que las significaciones subjetivas, presentes y evidenciadas en esta elección, son fuente de información para el debate de la desigualdad social, en la medida en que estos estudiantes tienen necesariamente origen en segmentos pobres de la populación y alcanzaron la universidad. Se entrevistaron estudiantes becarios de cursos con clientelas de diferentes perfiles en una misma universidad. Los resultados son el contenido de este artículo, en que se destaca el sentimiento de vitoria por la conquista de la universidad y el proyecto de ultrapasar lo que sus familias ya conquistaron, volviéndose mejores. La reflexión sobre cómo estos proyectos están significados por los estudiantes becarios permite contribuir para los estudios sobre la dimensión subjetiva de la desigualdad social en Brasil.

Escolha do curso por prounistas: estudando a dimensão subjetiva da desigualdade / Choose the course by prounistas: studying the subjective dimension of inequality / Elección de curso por becarios: estudiando la dimensión subjetiva de la desigualdad

Este artigo tem em sua base uma pesquisa realizada sobre a escolha do curso universitário por bolsistas ProUni e tem como finalidade contribuir para os estudos sobre a dimensão subjetiva da desigualdade social. O pressuposto básico é de que as significações subjetivas, presentes e evidenciadas nesta escolha, são fonte de informação para o debate da desigualdade social, na medida em que estes estudantes têm necessariamente origem em segmentos pobres da população e alcançaram a universidade. Foram entrevistados estudantes bolsistas de cursos com clientelas de diferentes perfis em uma mesma universidade. Os resultados são o conteúdo deste artigo, onde se destaca o sentimento de vitória pela conquista da universidade e o projeto de ultrapassar o que suas famílias já conquistaram, tornando-se melhores. A reflexão sobre como estes projetos estão significados pelos estudantes bolsistas permite contribuir para os estudos sobre a dimensão subjetiva da desigualdade social no Brasil.

This article is based on a survey about the choice of university course by ProUni fellows and aims to contribute to the studies on the subjective dimension of social inequality. The basic assumption is that the subjective meanings, present and discussed in this choice, are a source of information for the discussion of social inequality, to the extent that these students have necessarily from poor segments of the population and reached the university. Scholarship students were interviewed courses with clienteles of different profiles in the same university. The results are the contents of this article, which highlights the feeling of victory by winning the university and the project beyond what their families have won, becoming better. Reflection on how these projects are meant for scholarship students allows contribute to studies on the subjective dimension of social inequality in Brazil.

Este artículo tiene en su base una investigación realizada sobre la elección del curso universitario por becarios ProUni y tiene como finalidad contribuir para los estudios sobre la dimensión subjetiva de la desigualdad social. El presupuesto básico es que las significaciones subjetivas, presentes y evidenciadas en esta elección, son fuente de información para el debate de la desigualdad social, en la medida en que estos estudiantes tienen necesariamente origen en segmentos pobres de la populación y alcanzaron la universidad. Se entrevistaron estudiantes becarios de cursos con clientelas de diferentes perfiles en una misma universidad. Los resultados son el contenido de este artículo, en que se destaca el sentimiento de vitoria por la conquista de la universidad y el proyecto de ultrapasar lo que sus familias ya conquistaron, volviéndose mejores. La reflexión sobre cómo estos proyectos están significados por los estudiantes becarios permite contribuir para los estudios sobre la dimensión subjetiva de la desigualdad social en Brasil.