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

doi:10.1108/HESWBL-05-2023-0115

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 journal › Article › peer-review

1 Citation (Scopus)

5 Downloads (Pure)

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 language	English
Pages (from-to)	313-328
Number of pages	16
Journal	Higher Education, Skills and Work-Based Learning
Volume	14
Issue number	2
Early online date	5 Sept 2023
DOIs	https://doi.org/10.1108/HESWBL-05-2023-0115
Publication status	Published - 2 Apr 2024

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

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10.1108/HESWBL-05-2023-0115

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Cite this

Bowen, T., Drysdale, M. T. B., 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

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Bowen, T, Drysdale, MTB, 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, vol. 14, no. 2, pp. 313-328. https://doi.org/10.1108/HESWBL-05-2023-0115

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 et al.
In: Higher Education, Skills and Work-Based Learning, Vol. 14, No. 2, 02.04.2024, p. 313-328.

Research output: Contribution to journal › Article › peer-review

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