Gender Constructions and Legitimacy among University Students

Gerd Christensen

Gender Constructions and Legitimacy among University Students

Institut for Kommunikation

Abstract

Through empirical studies of students’ project groups at university level, I have identified a complex pattern of inclusion and exclusion processes going on among the students. First, there are the processes that relate to the other students' skills. Here, I found that the students are very observant of each other in programs where a significant part of the learning processes are handled through group work. Through non-transparent processes and inexplicit criteria the students evaluated their fellow students. The students, who for some reason were categorized as stupid, lazy, dominant or anti-social had serious difficulties in being accepted in a group and thus to complete their education.
Second, I found that the negative categories were attributed to the students due to their gender. In Denmark we are very concerned of eliminating inequality and creating equal possibilities according to race, social background and gender. Thus, we tend to believe that gender play no role at all for the possibilities of university students to complete their education at a high level. Contrary to this assumption, my studies show that students used gender stereotypies to select and limit fellow students.

Originalsprog	Engelsk
Publikationsdato	11 okt. 2014
Status	Udgivet - 11 okt. 2014
Begivenhed	2014 Fall Global Psychology Symposium - Los Angeles, USA Varighed: 10 okt. 2014 → 11 okt. 2014

Konference

Konference	2014 Fall Global Psychology Symposium
Land/Område	USA
By	Los Angeles
Periode	10/10/2014 → 11/10/2014

Emneord

Det Humanistiske Fakultet
Gruppearbejde, køn, universitetspædagogik

Citationsformater

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N2 - Through empirical studies of students’ project groups at university level, I have identified a complex pattern of inclusion and exclusion processes going on among the students. First, there are the processes that relate to the other students' skills. Here, I found that the students are very observant of each other in programs where a significant part of the learning processes are handled through group work. Through non-transparent processes and inexplicit criteria the students evaluated their fellow students. The students, who for some reason were categorized as stupid, lazy, dominant or anti-social had serious difficulties in being accepted in a group and thus to complete their education. Second, I found that the negative categories were attributed to the students due to their gender. In Denmark we are very concerned of eliminating inequality and creating equal possibilities according to race, social background and gender. Thus, we tend to believe that gender play no role at all for the possibilities of university students to complete their education at a high level. Contrary to this assumption, my studies show that students used gender stereotypies to select and limit fellow students.

AB - Through empirical studies of students’ project groups at university level, I have identified a complex pattern of inclusion and exclusion processes going on among the students. First, there are the processes that relate to the other students' skills. Here, I found that the students are very observant of each other in programs where a significant part of the learning processes are handled through group work. Through non-transparent processes and inexplicit criteria the students evaluated their fellow students. The students, who for some reason were categorized as stupid, lazy, dominant or anti-social had serious difficulties in being accepted in a group and thus to complete their education. Second, I found that the negative categories were attributed to the students due to their gender. In Denmark we are very concerned of eliminating inequality and creating equal possibilities according to race, social background and gender. Thus, we tend to believe that gender play no role at all for the possibilities of university students to complete their education at a high level. Contrary to this assumption, my studies show that students used gender stereotypies to select and limit fellow students.

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