Gender Constructions and Legitimacy among University Students

Gerd Christensen

Gender Constructions and Legitimacy among University Students

Department of Communication

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.

Original language	English
Publication date	11 Oct 2014
Publication status	Published - 11 Oct 2014
Event	2014 Fall Global Psychology Symposium - Los Angeles, United States Duration: 10 Oct 2014 → 11 Oct 2014

Conference

Conference	2014 Fall Global Psychology Symposium
Country/Territory	United States
City	Los Angeles
Period	10/10/2014 → 11/10/2014

Keywords

Faculty of Humanities

Cite this

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title = "Gender Constructions and Legitimacy among University Students",

abstract = "Through empirical studies of students{\textquoteright} 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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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.

KW - Faculty of Humanities

KW - Gruppearbejde, køn, universitetspædagogik

M3 - Conference abstract for conference

T2 - 2014 Fall Global Psychology Symposium

Y2 - 10 October 2014 through 11 October 2014

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