The Submergence and Re-Emergence of Gender in Undergraduate Accounts of University Experience

Autor/inn/en	Francis, Becky; Burke, Penny; Read, Barbara
Titel	The Submergence and Re-Emergence of Gender in Undergraduate Accounts of University Experience
Quelle	In: Gender and Education, 26 (2014) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2013.860433
Schlagwörter	Foreign Countries; Undergraduate Students; Gender Differences; Student Attitudes; Student Experience; Gender Issues; Semi Structured Interviews; Student Characteristics; Racial Differences; Socioeconomic Status; Social Influences; Femininity; Masculinity; Social Attitudes; Individualism; Qualitative Research; Case Studies; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Schülerverhalten; Studienerfahrung; Geschlechterfrage; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Sozialer Einfluss; Femaleness; Weiblichkeit; Männlichkeit; Social attidude; Soziale Einstellung; Individualismus; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	Gender distinction has been shown to characterise both undergraduate experiences and outcomes. Yet research recounted in this article supports work that shows that young people are often unaware of such trends, subscribing instead to individualist perspectives that foreground equality of opportunity and agency. This article examines the gender continuities and divergences in 64 undergraduate students' accounts of their experiences, and constructions of peers and lecturers, in higher education. Concepts of heteroglossia and monoglossia are applied to gender to explain how students submerged "structure" and inequality in their accounts, but how discourses that presented the genders as distinct (and in which the masculine is elevated over the feminine) nevertheless "bubbled up" in their articulations. The students tended to reject the notion that gender and other structural differences impact their experiences and outcomes; yet their broader discussions frequently reflected (often stereotypical) monoglossic constructions of gender difference. The article concludes with a discussion of the implications of these findings for the sociology of education and for higher-education pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10