Tracey Bowen
Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges
Bowen, Tracey; Drysdale, Maureen T.B.; Callaghan, Sarah; Smith, Sally; Johansson, Kristina; Smith, Colin; Walsh, Barbara; Berg, Tessa
Authors
Maureen T.B. Drysdale
Sarah Callaghan
Prof Sally Smith S.Smith@napier.ac.uk
Head of Graduate Apprenticeships and Skills Development and Professor
Kristina Johansson
Dr Colin Smith Cf.Smith@napier.ac.uk
Associate Professor
Barbara Walsh
Tessa Berg
Abstract
Purpose
This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.
Design/methodology/approach
A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.
Findings
Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.
Originality/value
This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.
Citation
Bowen, T., Drysdale, M. T., Callaghan, S., Smith, S., Johansson, K., Smith, C., Walsh, B., & Berg, T. (2024). Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges. Higher Education, Skills and Work-based Learning, 14(2), 313-328. https://doi.org/10.1108/HESWBL-05-2023-0115
Journal Article Type | Article |
---|---|
Acceptance Date | Aug 1, 2023 |
Online Publication Date | Sep 5, 2023 |
Publication Date | 2024 |
Deposit Date | Sep 12, 2023 |
Publicly Available Date | Sep 12, 2023 |
Print ISSN | 2042-3896 |
Publisher | Emerald |
Peer Reviewed | Peer Reviewed |
Volume | 14 |
Issue | 2 |
Pages | 313-328 |
DOI | https://doi.org/10.1108/HESWBL-05-2023-0115 |
Keywords | gender bias, gendered competencies, professional identity, sense of belonging, self-efficacy, sense of self, work-integrated learning, women, international study |
Public URL | http://researchrepository.napier.ac.uk/Output/3189487 |
Publisher URL | https://www.emerald.com/insight/publication/issn/2042-3896 |
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Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges (accepted version)
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