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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

Tracey Bowen

Maureen T.B. Drysdale

Sarah Callaghan

Profile image of Sally Smith

Prof Sally Smith S.Smith@napier.ac.uk
Head of Graduate Apprenticeships and Skills Development and Professor

Kristina Johansson

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