Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges

Tracey Bowen, Maureen T. B. Drysdale*, Sarah Callaghan, Sally Smith, Kristina Johansson, Colin Smith, Barbara Walsh, Tessa Berg

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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.

Original languageEnglish
JournalHigher Education, Skills and Work-Based Learning
DOIs
Publication statusE-pub ahead of print - 5 Sept 2023

Keywords

  • Gender bias
  • Gendered competencies
  • International study
  • Professional identity
  • Self-efficacy
  • Sense of belonging
  • Sense of self
  • Women
  • Work-integrated learning

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges'. Together they form a unique fingerprint.

Cite this