<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100144</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2284</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Género y TDAH: Estudiantes mujeres de la Licenciatura en Inclusión Educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender and ADHD: Female Students in the Bachelor's Degree in Educational Inclusion]]></article-title>
<article-title xml:lang="pt"><![CDATA[Gênero e TDAH: Alunas do curso de Bacharelado em Inclusão Educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murillo Vinay]]></surname>
<given-names><![CDATA[Juliette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Hernández]]></surname>
<given-names><![CDATA[Luis Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérito Instituto Normal del Estado &#8220;Gral. Juan Crisóstomo Bonilla&#8221;  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Benemérito Instituto Normal del Estado &#8220;Gral. Juan Crisóstomo Bonilla&#8221;  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación analizó los testimonios obtenidos en un grupo de discusión integrado por estudiantes mujeres de la Licenciatura en Inclusión Educativa (LIE), con diagnóstico confirmado o probable de Trastorno por déficit de atención e hiperactividad (TDAH), con el objetivo de explorar cómo enfrentan los desafíos académicos, sociales y emocionales asociados a su condición. Se realizó un análisis de los testimonios, atendiendo al énfasis que las participantes otorgaron a las implicaciones de género en la manifestación de los síntomas, así como en el acceso a recursos de apoyo tanto en su vida personal como en su formación como docentes. Los hallazgos, aunque no generalizables, revelan la adopción de estrategias para lidiar con el TDAH. Notablemente, las estudiantes indicaron que se apoyaban en una amiga o &#8220;persona de confianza&#8221; para mediar en las interacciones con su entorno, así como realizar actividades secundarias que les ayudaran a mantener la atención en tareas principales, como escuchar una conferencia. En ocasiones, los docentes interpretaron tales estrategias como manifestaciones de indisciplina o comportamiento disruptivo, a pesar de tener conocimiento del diagnóstico de TDAH. A partir de los resultados obtenidos, se concluye la utilidad de comprender y fomentar estrategias colectivas de afrontamiento para mujeres con TDAH, similares a las desarrolladas a partir de las interacciones en el grupo de discusión y la creación de un grupo privado informal en WhatsApp. Estos espacios no sólo facilitaron el apoyo mutuo entre las participantes, sino que también actuaron como un canal para aliviar la tensión asociada al camuflamiento (masking) de su condición.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examined testimonies from a discussion group composed of students enrolled in the Bachelor&#8217;s Degree in Educational Inclusion (LIE) program who have a confirmed or probable Attention Deficit Hyperactivity Disorder (ADHD) diagnosis. The objective was to analyze how they navigate the academic, social, and emotional challenges associated with their condition; emphasizing the gendered dimensions of symptom expression, and the accessibility of support resources within the context of higher education. The findings, while not generalizable, reveal the adoption of spontaneous strategies to manage ADHD within the participants&#8217; contexts. Notably, the female students reported relying on a friend or trusted person to mediate interactions with their environment and engaging in secondary activities to maintain attention on primary tasks, for example, listening to a lecture. However, these strategies were occasionally misinterpreted as indiscipline or disruptive behavior, leading to negative perceptions from teachers, particularly when the ADHD diagnosis was disclosed. Based on these findings, it is concluded that understanding and promoting collective coping strategies among women with ADHD is essential. Such strategies, as exemplified by those developed through interactions in the discussion group and the establishment of an informal private WhatsApp group, proved highly effective. These spaces not only facilitated mutual support among participants but also provided a channel to alleviate the tension associated with the persistent masking of their condition.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa analisou os depoimentos obtidos em um grupo focal composto por alunas do Curso de Bacharelado em Inclusão Educacional (LIE), com diagnóstico confirmado ou provável de Transtorno do Déficit de Atenção e Hiperatividade (TDAH), com o objetivo de explorar como elas enfrentam os desafios acadêmicos, sociais e emocionais associados à sua condição. Foi realizada uma análise dos depoimentos, levando em consideração a ênfase que os participantes deram às implicações de gênero na manifestação dos sintomas, bem como no acesso a recursos de apoio tanto na vida pessoal quanto na formação como docentes. Os achados, embora não generalizáveis, revelam a adoção de estratégias para lidar com o TDAH. Notavelmente, os alunos indicaram que dependiam de um amigo ou &#8220;pessoa de confiança&#8221; para mediar as interações com seu ambiente, bem como para realizar atividades secundárias que os ajudavam a manter a atenção em tarefas primárias, como ouvir uma palestra. Às vezes, os professores interpretavam essas estratégias como manifestações de indisciplina ou comportamento disruptivo, apesar de estarem cientes do diagnóstico de TDAH. Com base nos resultados obtidos, conclui-se que é útil compreender e promover estratégias coletivas de enfrentamento para mulheres com TDAH, semelhantes às desenvolvidas a partir das interações no grupo de discussão e da criação de um grupo privado informal no WhatsApp. Esses espaços não apenas facilitaram o apoio mútuo entre os participantes, mas também funcionaram como um canal para aliviar a tensão associada ao mascaramento de sua condição.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="es"><![CDATA[trastorno por déficit de atención e hiperactividad]]></kwd>
<kwd lng="es"><![CDATA[técnicas de estudio]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="en"><![CDATA[ADHD]]></kwd>
<kwd lng="en"><![CDATA[Hyperactivity]]></kwd>
<kwd lng="en"><![CDATA[Gender Differences]]></kwd>
<kwd lng="en"><![CDATA[Female]]></kwd>
<kwd lng="en"><![CDATA[Educational Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Coping Strategies]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[TDAH]]></kwd>
<kwd lng="pt"><![CDATA[transtorno de déficit de atenção e hiperatividade]]></kwd>
<kwd lng="pt"><![CDATA[técnicas de estudo]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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