Looking into One's Own Practice: A Swedish Study on Gender in Educational Sciences

Autor/in	Nelson, Anders
Titel	Looking into One's Own Practice: A Swedish Study on Gender in Educational Sciences
Quelle	In: Journal of Further and Higher Education, 32 (2008) 2, S.139-149 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Grade Point Average; Academic Achievement; Foreign Countries; Sciences; Gender Differences; College Students; Student Experience; Comparative Analysis; High School Students; Student Participation; Dropouts; Sweden + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Science; Wissenschaft; Geschlechterkonflikt; Collegestudent; Studienerfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schweden
Abstract	This article reports on a study of gender differences in course experiences and achievement of students taking the introductory educational sciences course at Halmstad University in Sweden. Male and female students' completion rates and grades were analysed in relation to the students' grade point averages (GPAs) from upper secondary school and their experiences of the conditions for learning provided by the teachers as well as their own actorship in the course. Based on the idea that the subject of educational sciences and the characteristics of the educational context and setting are more feminine than masculine, the male students were expected to have lower completion rates and grades. A gender difference in completion rates was confirmed, in that 65% of the male and 80% of the female students completed the whole course. Male students also rated the conditions for learning provided by the teacher as well as their own actorship in the course lower than did their female peers. In order to reduce the drop-out of male students, it is suggested that the department/teachers should pay more attention to any gendered aspects of the teaching/learning practices as well as to the educational context in general. (Contains 2 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10