Gender and the changing face of higher education : a feminized future?
Autor/in:
Leathwood, Carole; Read, Barbara
Quelle: Maidenhead: Open Univ. Press, 2009. 217 S.
Inhalt: "A notable feature of higher education in many countries over the last few decades has been the dramatic rise in the proportion of female students. Women now outnumber men as undergraduate students in the majority of OECD countries, fuelling concerns that men are deserting degree-level study as women overtake them both numerically and in terms of levels of achievement. The assertion is that higher education is becoming increasingly 'feminized' - reflecting similar claims in relation to schooling and the labour market. At the same time, there are persistent concerns about degree standards, with allegations of 'dumbing down'. This raises questions about whether the higher education system to which more women have gained access is now of less value, both intrinsically and in terms of labour market outcomes, than previously. This ground-breaking book examines these issues in relation to higher education in the UK and globally. It provides a thorough analysis of debates about 'feminization', asking: To what extent do patterns of participation continue to reflect and (re)construct wider social inequalities of gender, social class and ethnicity? How far has a numerical increase in women students challenged the cultures, curriculum and practices of the university? What are the implications for women, men and the future of higher education? Drawing on international and national data, theory and research, 'Gender and the Changing Face of Higher Education' provides an accessible but nuanced discussion of the 'feminization' of higher education for postgraduates, policy-makers and academics working in the field." (author's abstract)
Quelle: Forum Wissenschaft, Jg. 24 (2007) Nr. 4, S. 36-39
Inhalt: "Geschlechtergerechtigkeit im Studium und bei der Berufsvorbereitung durch die Hochschule ist nicht erreicht. Nicht nur mentale, sondern v.a. strukturelle und inhaltliche Veränderungen sind unverzichtbare Voraussetzungen, um darin vorwärts zu kommen. Wie sie aussehen könnten und was sie erfordern, haben Ruth Becker, Beate Kortendiek, Bettina Jansen-Schulz und Gudrun Schafer grundsätzlich und bis ins Einzelne überlegt. Hier ist der zweite Teil ihrer Arbeitsergebnisse (Teil I: Forum Wissenschaft 3/2007)." (Autorenreferat)
Quelle: Women's studies international forum, Vol. 28 (2005) No. 2-3, S. 150-162
Inhalt: "This paper focuses on the experiences and perceptions of gender inequality by undergraduates at a British University with strong historical traditions. Contrary to a 'post-feminist' rhetoric stating that gender inequalities no longer exist in higher education in the UK, or at least not at an undergraduate level, results of a questionnaire and interviews show that gender inequality does still persist in this institutional setting. However, we also found reluctance among students, particularly female students, to recognise or articulate this as discrimination. Instead, there was a tendency to downplay or deny such inequalities, and resistance to such matters being raised. Drawing on existing literature in the field, we suggest this might be a 'coping mechanism', as well as indicative of the 'post-feminist' milieu. The paper then reflects on the implications of these findings, particularly for those seeking to address gender inequalities in such an institutional environment. Drawing on identity politics theory, as well as the authors' own activist experiences, we argue that while recognising women as a discriminated group may promote gender differentiation, this may still go some way towards practically combating 'androcentric norms' (Fraser, Nancy (1995). From redistribution to recognition? Dilemmas of justice in a 'post-socialist' age, New Left Review, 212, 68 93) and thus gender inequality in universities." (author's abstract)
CEWS Kategorie:Geschlechterverhältnis, Studium und Studierende
Dokumenttyp:Zeitschriftenaufsatz
Gedanken des Beitrags eines Frauenstudienganges zum Wandel von Organisationen - Verhältnis von Effizienz und Teilhabe an Hochschulen zur Begleitung von Wandlungsprozessen am Beispiel der FH Stralsund
Titelübersetzung:Thoughts on the contribution by a women's channel of academic studies to the change in organizations - relationship between efficiency and participation at universities
Autor/in:
Jordanov, Petra
Quelle: Netzwerke. Formen. Wissen: Vernetzungs- und Abgrenzungsdynamiken der Frauen- und Geschlechterforschung. Nina Feltz (Hrsg.), Julia Koppke (Hrsg.). Tagung "Netzwerke. Formen. Wissen"; Münster: Lit Verl. (Focus Gender), 2005, S. 94-102
Inhalt: Seit dem Wintersemester 2000/2001 wird am Fachbereich Maschinenbau der FH Stralsund der erste und einzige Frauenstudiengang Ostdeutschlands angeboten. Es handelt sich um einen Modellstudiengang im Wirtschaftsingenieurwesen. Der Frauenstudiengang Wirtschaftsingenieurwesen ist ein Studiengang mit technisch-wirtschaftlicher Ausrichtung. In den Studieninhalten findet sich eine Verknüpfung technischer, betriebswirtschaftlicher, sozialer und ökologischer Sachverhalte. Das Modell der FH Stralsund entspricht einer besonderen Konzeption, die bisher so in den anderen Frauenstudiengängen noch nicht erprobt und umgesetzt wurde: monoedukatives Grund- und Hauptstudium in den technischen Lehrgebieten verbunden mit koedukativen Elementen in nichttechnischen Lehrgebieten. Die Monoedukation beschränkt sich folglich ausschließlich auf die technischen Fächer und die neue Schwerpunktsetzung Kommunikation - Information - Management. In den wirtschaftlichen Fächern werden die Lehrveranstaltungen koedukativ durchgeführt. Die daraus resultierenden gemeinsamen Arbeiten der Studierenden in Form von Projektaufgaben, Referaten und Hausarbeiten, wie z.B. in den Fächern BWL und VWL, tragen zum Abbau von Barrieren und Vorurteilen bei. Das hat den Vorteil, dass den Frauen keine Sonderrolle mehr zugeschrieben wird. (ICA2)
CEWS Kategorie:Geschlechterverhältnis, Studium und Studierende, Naturwissenschaft und Technik
Dokumenttyp:Sammelwerksbeitrag
The impact of gender on the quality and content of e-mail advice professors give to
students applying to graduate school
Autor/in:
Steinpreis, Rhea E.; Anders, Katie A.; Riley, Monica G.
Quelle: Journal of women and minorities in science and engineering, Vol. 6 (2000) No. 1
Inhalt: "The purpose of this study was to determine if gender plays a role in the quality
and quantity of the advice given to undergraduates about applying to graduate school.
Four hundred male and female psychologists who listed a university address and e-mail
address in the 1997 Directory of the American Psychological Association were sent
an e-mail inquiry from a pseudostudent (either Theresa or Brian Miller). In the first
e-mail, the pseudostudent asked if the subjects would be willing to look at his or
her GRE scores and grade point average (GPA) for the purpose of providing advice about
his or her chances of getting into the graduate program at the subject's school. Two
hundred forty subjects consented to examine the figures, nearly equally split between
males and females. Subjects were then sent the GPA and scores of an outstanding, average,
or poor applicant. The results indicated that female faculty were significantly more
likely to consent to examine the data of a female pseudostudent and male faculty were
significantly more likely to consent to examine the data of a male pseudostudent.
However, once the faculty member agreed to offer advice, gender had no impact on the
length or quality of advice given to the pseudostudent, and advice became a function
of the pseudostudent's academic credentials. Furthermore, while male and female subjects
were equally likely to encourage, discourage, or recant on their offer to give feedback,
male subjects were more likely to refuse to review the data and female subjects were
more likely to offer a neutral response to the data. The results are discussed in
terms of the difficulty students face in finding adequate information about pursuing
a graduate education. These problems may be magnified for female students because
there are fewer female faculty available to serve as mentors." (author's abstract)|