Shifting discourses about gender in higher education enrolments: retrieving marginalised voices

Alloway, Nola, and Gilbert, Pam (2004) Shifting discourses about gender in higher education enrolments: retrieving marginalised voices. International Journal of Qualitative Studies in Education, 17 (1). pp. 99-112.

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In this paper the authors describe the ways poststructuralist discourses assisted us to read and reflect on data collected as part of a traditional survey-style research study. The study-generated in response to widespread concern about falling male enrolment rates at the authors' regional university-focused upon factors affecting rural male school-leavers' decisions about postschool destinations, and upon these students' attitudes to higher education. In the paper that follows, the authors contest the dominant discourses that are frequently drawn on to explain differences in male and female higher education enrolment trends. They then focus upon the features of two of the more dominant stories that students told to explain this 'difference': stories about 'real men', and stories about the value of the 'practical' over the 'theoretical'. In addition, they present another story that draws upon girls' views of higher education. Together, these stories indicate not only how the students are positioned within discourses of rurality and 'work', but also how they draw on a highly gendered and hierarchiacal set of oppositions in storying their futures.

Item ID: 627
Item Type: Article (Research - C1)
ISSN: 1366-5898
Keywords: Gender, Higher education, Post-structuralism
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© Taylor & Francis 2004. This journal is available online (use hypertext link above)

Date Deposited: 09 Oct 2006
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939904 Gender Aspects of Education @ 60%
93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 40%
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