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Departing from an analysis of alternative views and practices to gender-dominant norms, we focus on the construction of gender difference at a microsocial level. By looking at those who intentionally transgress and distance themselves from gender mainstream conventions and beliefs, we aim to deepen the understanding of the continuities and changes in gender regulation mechanisms and processes. For this, we will carry out a critical analysis of qualitative data from a sub-sample of transgender individuals who do not identify unambivalently with the binary categories of man/woman. Based on the Portuguese data collected within the TRANSRIGHTS Project, we will show how gender norms are being mobilized, transformed and resisted to in micro-interactions. To carry out this analytical exercise, we confront two of the fundamental theoretical currents in the study of gender norms. As we seek to bridge the gap between action and structure, our results provide insight into how gender is being (un)done in the Portuguese context. We identified three main groups that practice gender beyond the binary and their relation to the dominant norms. Given the growing visibility and greater tolerance for ‘non-binary’ genders in western societies, this study is both relevant and necessary.

No presente artigo apresentam-se os resultados de uma análise exploratória de ego-redes de jovens transgressores em três escolas da Área Metropolitana de Lisboa. O recurso à análise de redes sociais permitiu chegar a conclusões inéditas no estudo dos comportamentos de violência na escola. As tipologias encontradas constituem um primeiro passo e uma oportunidade para o desenvolvimento de pesquisas posteriores. A identificação dos indivíduos centrais a nível individual e grupal aponta para a importância deste tipo de análises pela possibilidade de contribuir para uma intervenção e acompanhamento dos jovens transgressores substantivamente mais informada e focalizada.

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In the European context, Portugal is the country with the lowest number of women (1.9% in 2016) at the top of the academic career and just 30% of women in the leadership of HEIs (She Figures 2018; Elsevier, 2021; Cabrera, 2019; Carvalho and Diogo, 2018). Paradoxically, it is also one of the European countries where female academics have the highest publishing productivity (Elsevier, 2021) and make up most of the doctorates (55% in 2016). Only very recently, however, these inequalities began to receive attention. In 2019, for example, women's participation in academic decision-making and leadership became required by law (National Law 26/2019) in all Portuguese public higher education institutions. And levelling effects of this law are soon expected since human resources management in the public HE institutions in Portugal is a centralised system (OECD, 2021). In this context it also becomes interesting to understand what academic leaders think about the promotion of gender equality in HEIs. This paper seeks to address this question. As part of a larger research project exploring gender equality issues in HEIs in Portugal we dethatched qualitative interviews conducted with HEIs leaders throughout the country. The project also involved secondary analyses of national and international data on gender equality and four case studies in HEIs with an action research approach. The outcome of the analysis was an exploratory typology identifying three specific profiles among interviewees – Resisting, Accepting, and Supporting – conveying different ways of understanding and dealing with gender equality issues in HEIs. Overall, this qualitative analysis found a greater awareness about Gender Equality than what has been reported in previous research (e.g. Carvalho, White and Machado-Taylor 2013; Carvalho, Özkanli and Machado-Taylor, 2012; Carvalho and Machado-Taylor, 2010). The paper describes and illustrates each of these profiles and discusses implications of these findings for promoting gender equality in HEIs in Portugal and beyond.