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dc.contributor.authorWoodfield, Ruth
dc.identifier.citationWoodfield , R 2019 , ' The gendered landscape of UK higher education : do men feel disadvantaged? ' , Gender and Education , vol. 31 , no. 1 , pp. 15-32 .
dc.identifier.otherPURE: 248807342
dc.identifier.otherPURE UUID: 53fec893-2122-4ff3-99ec-5d389b707ff8
dc.identifier.otherScopus: 85013178077
dc.identifier.otherWOS: 000458396700002
dc.description.abstractThe landscape of UK higher education (HE) has changed significantly over the past decades. Key shifts relate to the changing gender balance of the undergraduate student body and to emergent gender gaps in retention and attainment. Men are now less likely to access HE, complete their degrees or achieve ‘Upper' degrees. There has been minimal empirical exploration of men’s perceptions of the current gender patterning of HE, and none focusing on the extent to which they identify as a minority, or experience minority disadvantage, within this context. This study explores these questions via analysis of quantitative and qualitative data from 333 male and female survey respondents. The findings suggest that men do not recognise themselves as comprising a disadvantaged minority within HE, and that both men and women perceive that women face greater challenges because of their gender, both during their studies and in relation to post-degree life chances.
dc.relation.ispartofGender and Educationen
dc.rightsCopyright © 2017, Informa UK Limited, Taylor & Francis. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at
dc.subjectHigher educationen
dc.subjectMinority statusen
dc.subjectH Social Sciencesen
dc.subjectLB2300 Higher Educationen
dc.subjectSocial Sciences(all)en
dc.titleThe gendered landscape of UK higher education : do men feel disadvantaged?en
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews.Centre for the Study of Philanthropy & Public Gooden
dc.contributor.institutionUniversity of St Andrews.Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews.School of Managementen
dc.description.statusPeer revieweden

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