Gender, student confidence and communicative styles at university
The Views of Lecturers in History and Psychology
Bibliographic Data
| ID | 4097611 |
|---|---|
| Authors | Jocelyn Robson (University of Surrey), Becky Francis (0000-0002-9966-0003, London Metropolitan University, corresponding author), Barbara Read (0000-0002-8125-8550, London Metropolitan University) |
| Year | 2004 |
| Volume | 29 |
| Issue | 1 |
| Pages | 7-23 |
| Publication date | 2004-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1234567032000164840 |
| OpenAlex | W2065770297 |
| Language | EN |
| Citations received | 6 |
| References cited | 35 |
This study examines the perceptions of 100 university lecturers in history and psychology regarding the impact of gender on their students' achievement. Qualitative data were gathered from semi‐structured interviews and analysed according to discipline and gender of respondent. Key findings were that most respondents (with the exception of most female history lecturers) did not believe gender had an impact on essay writing style but that it did have an impact on other aspects of undergraduate achievement. Twice as many psychology lecturers as history lecturers believed that women had superior language abilities, and over twice as many women as men believed that confidence affected student performance. Gender differences in communicative style and approach to study were also noted by many respondents. Educational practices (teaching and assessment methods, as well as the gender imbalance of many university departments) were highlighted as impacting particularly on the performance of women. The authors suggest that subject and gender perspectives are interacting here in ways that may affect student experience and performance across the university curriculum
Curriculum · Developmental psychology · Higher education · Pedagogy · Perception · Respondent · Communication in Education and Healthcare · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Psychology · Social Psychology
University Lecturers' Perceptions of Gender and Undergraduate Writing
He, she, it
Disciplinary variations in learning styles and preferences
Gender, ‘bias’, assessment and feedback
Learners’ Emotional and Psychic Responses to Encounters With Learning Support in Further Education and Training
What have we been thinking of? A critical overview of 40 years of student learning research in higher education
Qualitative Data Analysis
The characteristics of subject matter in different academic areas.
Feminism/Postmodernism
Does Grading Method Influence Honours Degree Classification
Discipline‐related Marking Behaviour Using Percentages
Gender-Typical Style in Written Language
Women's Talk in Public Contexts
Notions of Gender in the Construction of English
A Study of Gender Differential Linguistic Interaction in the Adult Classroom
The two cultures of teaching and teacher preparation
Sex differences in student?teacher interactions in the college classroom
Playing Safe
Multiple Determinants of a Stigmatized Speech Style
The Counter-Culture of Specialisation
Works and lives
Gender-stereotypic Perceptions of Academic Disciplines
Student writing in higher education
An Analysis of Undergraduate Writing Styles in the Context of Gender and Achievement
Disciplinary Differences and University Teaching
The significance of disciplinary differences
Disciplinary differences in university teaching
Gender, subject and context as determinants of approaches to studying in higher education
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,26 |
| Citation span | 2003 - 2018 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |