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“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university

“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for... Focuses on the relative underachievement of First Class degrees by women in the UK compared to men. Cites problem areas as history, sociology, and english. Attempts to test a hypothesis that this is due to inequality in assessment with graduate writing styles labelled as “gendered”. Presents findings which suggest the above to be the case, with male academic styles tending to be bold, confident and risk‐taking and female styles perceived as cautious and conscientious. Argues that the effects are seen in “argument‐based” subjects rather than “fact based” subjects. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sociology and Social Policy Emerald Publishing

“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university

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References (8)

Publisher
Emerald Publishing
Copyright
Copyright © 2001 MCB UP Ltd. All rights reserved.
ISSN
0144-333X
DOI
10.1108/01443330110789664
Publisher site
See Article on Publisher Site

Abstract

Focuses on the relative underachievement of First Class degrees by women in the UK compared to men. Cites problem areas as history, sociology, and english. Attempts to test a hypothesis that this is due to inequality in assessment with graduate writing styles labelled as “gendered”. Presents findings which suggest the above to be the case, with male academic styles tending to be bold, confident and risk‐taking and female styles perceived as cautious and conscientious. Argues that the effects are seen in “argument‐based” subjects rather than “fact based” subjects.

Journal

International Journal of Sociology and Social PolicyEmerald Publishing

Published: Feb 1, 2001

Keywords: Gender; Universities; Performance; Written communications

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