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Gender, subject and context as determinants of approaches to studying in higher education

Hayes, Kay and Richardson, John E. (1995). Gender, subject and context as determinants of approaches to studying in higher education. Studies in Higher Education, 20(2) pp. 215–221.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/03075079512331381713
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Abstract

Approaches to studying were measured in female and male students taking arts and science degrees in three Oxbridge colleges. Gender and context had little overall effect, but the students taking science courses obtained higher scores on reproducing orientation than those taking arts courses. Moreover, the female students produced higher scores on meaning orientation when they were taking arts courses in a ‘female˚s environment and when they were taking science courses in a ‘male˚s environment. It is concluded that female students' approaches to studying are more desirable than those of male students when the gendered nature of their discipline accords with the gendered quality of their learning environment.

Item Type: Journal Item
ISSN: 0307-5079
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 49819
Depositing User: John T. E. Richardson
Date Deposited: 27 Jun 2017 13:23
Last Modified: 07 Dec 2018 10:52
URI: http://oro.open.ac.uk/id/eprint/49819
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