Career barriers, coping strategies, and satisfaction with the academic experience of quota students

Abstract

This study aimed to analyze the relationships between perceptions of career barriers, coping strategies and satisfaction with the academic experience of quota students. The participants were 267 higher education students who entered their courses through different types of quotas. The results indicated associations between maladaptive coping strategies and greater perception of career barriers and lower levels of satisfaction with the academic experience. It was observed that women and Black students perceive greater barriers to professional development while using maladaptive strategies. Students who are able to participate in activities other than teaching showed greater satisfaction with the academic experience.