University lecturers’ perceptions of gender and undergraduate writing

Hdl Handle:
http://hdl.handle.net/10142/37132
Title:
University lecturers’ perceptions of gender and undergraduate writing
Authors:
Francis, Becky; Read, Barbara; Robson, Jocelyn; Melling, Lindsay
Abstract:
It has been argued that male and female undergraduates adopt different, gendered writing styles. This paper discusses findings from a project which examined this issue, and explores lecturers’ perceptions of gender and undergraduate writing. It shows that, in the case of ‘second-class’ awarded essays, a majority of academics were unable to correctly identify the authors gender. Applying analysis of discourse to the explanations of academics concerning their attempts at gender identification, we found that narratives used by academics tended to support discourses of gender difference, particularly in terms of ability. These various narratives, and the resulting constructions of male and female students, are discussed. It is argued that the narratives position male and female students in stereotypical ways, with implications for their power positions. We conclude that while it is important that gendered trends around undergraduate writing are recognised and addressed, the stereotyping of students according to gender must be avoided.
Citation:
Francis, Becky, Read, Barbara, Melling, Lindsay and Robson, Jocelyn(2003)'University Lecturers' Perceptions of
Journal:
British Journal of Sociology of Education
Issue Date:
2003
URI:
http://dx.doi.org/10.1080/01425690301891
DOI:
10.1080/01425690301891
Type:
Article
Language:
en
ISSN:
0142-5692; 1465-3346
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorFrancis, Becky-
dc.contributor.authorRead, Barbara-
dc.contributor.authorRobson, Jocelyn-
dc.contributor.authorMelling, Lindsay-
dc.date.accessioned2008-09-03T12:31:29Z-
dc.date.available2008-09-03T12:31:29Z-
dc.date.issued2003-
dc.identifier.citationFrancis, Becky, Read, Barbara, Melling, Lindsay and Robson, Jocelyn(2003)'University Lecturers' Perceptions ofen
dc.identifier.issn0142-5692-
dc.identifier.issn1465-3346-
dc.identifier.doi10.1080/01425690301891-
dc.identifier.urihttp://dx.doi.org/10.1080/01425690301891-
dc.description.abstractIt has been argued that male and female undergraduates adopt different, gendered writing styles. This paper discusses findings from a project which examined this issue, and explores lecturers’ perceptions of gender and undergraduate writing. It shows that, in the case of ‘second-class’ awarded essays, a majority of academics were unable to correctly identify the authors gender. Applying analysis of discourse to the explanations of academics concerning their attempts at gender identification, we found that narratives used by academics tended to support discourses of gender difference, particularly in terms of ability. These various narratives, and the resulting constructions of male and female students, are discussed. It is argued that the narratives position male and female students in stereotypical ways, with implications for their power positions. We conclude that while it is important that gendered trends around undergraduate writing are recognised and addressed, the stereotyping of students according to gender must be avoided.en
dc.language.isoenen
dc.subjectgenderen
dc.subjectwritingen
dc.subjectuniversityen
dc.subjectundergraduatesen
dc.subjectlecturersen
dc.titleUniversity lecturers’ perceptions of gender and undergraduate writingen
dc.typeArticleen
dc.identifier.journalBritish Journal of Sociology of Educationen
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