Shifting Discourses about Gender in Higher Education Enrolments: Retrieving Marginalised Voices

Autor/inn/en	Alloway, Nola; Gilbert, Pam
Titel	Shifting Discourses about Gender in Higher Education Enrolments: Retrieving Marginalised Voices
Quelle	In: International Journal of Qualitative Studies in Education, 17 (2004) 1, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Gender Issues; Foreign Countries; Student Attitudes; Higher Education; Rural Areas; Enrollment Trends; College Bound Students; Noncollege Bound Students; Gender Differences + Suchen Sie Ihr Suchwort? Geschlechterfrage; Ausland; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rural area; Ländlicher Raum; Geschlechterkonflikt
Abstract	In this paper the authors describe the ways poststructuralist discourses assisted us to reading and reflection on data collected as part of a traditional survey-style research study. The study--generated in response to widespread concern about falling male enrolment rates at the authors' regional university--focused upon factors affecting rural male school-leavers' decisions about postschool destinations, and upon these students' attitudes to higher education. In the paper that follows, the authors contest the dominant discourses that are frequently drawn on to explain differences in male and female higher education enrolment trends. They then focus upon the features of two of the more dominant stories that students told to explain this 'difference': stories about 'real men', and stories about the value of the 'practical' over the 'theoretical'. In addition, they present another story that draws upon girls' views of higher education. Together, these stories indicate not only how the students are positioned within discourses of rurality and 'work', but also how they draw on a highly gendered and hierarchical set of oppositions in storying their futures. (DRIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10