Findings from the research: Findings from the research: understanding male participation understanding male participation

and progression in higher and progression in higher

educationeducation

Ruth WoodfieldRuth WoodfieldDepartment of SociologyDepartment of Sociology

University of Sussex:University of Sussex:r.woodfield@sussex.ac.ukr.woodfield@sussex.ac.uk

OverviewOverview

Why focus on men?Why focus on men? Review of research in Review of research in

this area, focusing on 3 this area, focusing on 3 of my own studies of my own studies

Key take-home Key take-home messages and messages and questions arising from questions arising from researchresearch

Implications for the Implications for the debate within HEdebate within HE

Why men?Why men?

Gender wage and seniority gap exists for Gender wage and seniority gap exists for graduates so why focus on men? graduates so why focus on men? This is true and no signs of current HE advantage This is true and no signs of current HE advantage

changing thischanging this

Women’s advantage in HE participation and Women’s advantage in HE participation and achievement matches men’s in recent history achievement matches men’s in recent history

It is a fast-paced social change – requires It is a fast-paced social change – requires understandingunderstanding Not just men as focus, but men and women as two Not just men as focus, but men and women as two

sides of coinsides of coin

Accounting for previous male Accounting for previous male domination of HEdomination of HE

Challenges:Challenges: Then Then quantitativequantitative predominance linked to predominance linked to qualitativequalitative

cultural dominance - change possiblecultural dominance - change possible

And muted challenges And muted challenges oror defences: defences: Men and women have relatively fixed differences: Men and women have relatively fixed differences:

• cognitive cognitive • PersonalityPersonality• BehaviouralBehavioural

Leads to different ‘choices’ Leads to different ‘choices’

– – change has limitationschange has limitations

Undertaking research on Undertaking research on men in HE: the issuesmen in HE: the issues

Disadvantage discoursesDisadvantage discourses are often vague, all- are often vague, all-encompassing (accurate?), stableencompassing (accurate?), stable

Historically much research Oxbridge-based – Historically much research Oxbridge-based – skewed resultsskewed results

Uptake rate to research requests and tasks Uptake rate to research requests and tasks different to womendifferent to women Self-report issueSelf-report issue

Much research on gender but focus is women’s Much research on gender but focus is women’s participation and progress; male is underside of participation and progress; male is underside of coincoin

Gender & Firsts studyGender & Firsts study

Men get more FirstsMen get more Firsts Key modes of explanation:Key modes of explanation:

Gender-linked Gender-linked cognitive and personality trait cognitive and personality trait differencesdifferences

gender-differentiated dispositions gender-differentiated dispositions • Men risk-takers, have flair; women conscientiousMen risk-takers, have flair; women conscientious

Subject area differences:Subject area differences:• Men are in the First-Rich disciplinesMen are in the First-Rich disciplines

Gender and Firsts…Gender and Firsts…

Analysed all graduates over 8 yearsAnalysed all graduates over 8 years RESULTS: RESULTS:

Men’s dominance of Firsts was weakening yearlyMen’s dominance of Firsts was weakening yearly Largely due to dominance in First-rich disciplinesLargely due to dominance in First-rich disciplines Women in these disciplines tended to be awarded more Women in these disciplines tended to be awarded more

Firsts than menFirsts than men Key messages: Key messages:

Effect of gender-differentiated traits was marginalEffect of gender-differentiated traits was marginal We were looking at ‘We were looking at ‘an intrinsically social an intrinsically social

phenomenon’ (Richardson 2004: 324) phenomenon’ (Richardson 2004: 324) Key question: What can we do about on-course Key question: What can we do about on-course

organisation? Should we persuade more women into organisation? Should we persuade more women into Science? Science?

Gender & Gender & Attendance studyAttendance study

Tracked 650 students over 3 years exploring Tracked 650 students over 3 years exploring effects of measured traits, abilities, background effects of measured traits, abilities, background and behaviour and attendance on and behaviour and attendance on degree degree performanceperformance

39 completed online attendance reports39 completed online attendance reports RESULTS: RESULTS:

Pre-entry qualifications and some personality Pre-entry qualifications and some personality traits influenced, absences were a strong and traits influenced, absences were a strong and independent predictor of degree result and men independent predictor of degree result and men missed more teaching sessions = men achieved missed more teaching sessions = men achieved lessless

Men were NOT conscientious participants!Men were NOT conscientious participants!

Gender & Gender & Attendance…Attendance…

Key messages: There are important differences Key messages: There are important differences between men and women in relation to between men and women in relation to behaviour once in HE, not just before entrybehaviour once in HE, not just before entry

Key question: Is there less capacity/willingness Key question: Is there less capacity/willingness in men to conform to institutional requirements? in men to conform to institutional requirements? If so, what should we call it? What is developing If so, what should we call it? What is developing it? How could it be addressed?it? How could it be addressed?

Gender and Gender and Coursework studyCoursework study

Pirie’s position – Pirie’s position – MancessionMancession discourse - discourse - men disadvantaged because of ‘feminised’ men disadvantaged because of ‘feminised’ HEHE

638 students’ performance on coursework 638 students’ performance on coursework and unseen exams analysedand unseen exams analysed

390 students gave online interviews about 390 students gave online interviews about preferencespreferences

Gender and Coursework Gender and Coursework

RESULTS:RESULTS: Women outperformed men on both modes of Women outperformed men on both modes of

assessment and both outperformed on CWassessment and both outperformed on CW Both preferred CW and felt it fairer measure of Both preferred CW and felt it fairer measure of

achievementachievement• Strong sense that Weil’s ‘learner identity’ (1986) Strong sense that Weil’s ‘learner identity’ (1986)

may be gendered – Men working less hard, may be gendered – Men working less hard, expressing more confidence but achieving less.expressing more confidence but achieving less.

Key messages: prevailing commonsense understanding Key messages: prevailing commonsense understanding may be wrong – don’t act on themmay be wrong – don’t act on them

Key question: Is the ‘gender regime’ of HE now female? Key question: Is the ‘gender regime’ of HE now female? If so, in what way? What does this mean? Given the If so, in what way? What does this mean? Given the results, why suspicion about CW?results, why suspicion about CW?

Can and should we Can and should we target men?target men?

Given what we know about women learners, Given what we know about women learners, won’t they be further advantaged by anything won’t they be further advantaged by anything that seeks to target men? Does this matter?that seeks to target men? Does this matter?

What would a targeted policy to recruit and retain men What would a targeted policy to recruit and retain men look like?look like?

Attend to our part of the ‘leaky pipeline’Attend to our part of the ‘leaky pipeline’

What to do next?What to do next?

Collect data carefully – ensure accurate basis Collect data carefully – ensure accurate basis for actionfor action Ask students Ask students

Focus on Focus on whichwhich men: ‘The men: ‘The white male is our white male is our problem’ (HMSO 2009)problem’ (HMSO 2009)

Pilot strategies in different contexts – one size Pilot strategies in different contexts – one size will not fit allwill not fit all

Look at what has worked before and elsewhereLook at what has worked before and elsewhere Gender clustering, mentoring etc.Gender clustering, mentoring etc.

Think local?Think local?