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Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges
Institute of Communication, Culture, Information, and Technology, University of Toronto Mississauga, Mississauga, (CAN).
Department of Psychology, School of Public Health Sciences, St. Jerome's University/University of Waterloo, Waterloo (CAN).
School of Public Health Sciences, University of Waterloo, Waterloo (CAN).
Centre for Higher Education Research, Edinburgh Napier University, Edinburgh (GBR).
Vise andre og tillknytning
2024 (engelsk)Inngår i: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 14, nr 2, s. 313-328Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

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.  

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2024. Vol. 14, nr 2, s. 313-328
Emneord [en]
s Gender bias, Gendered competencies, Professional identity, Sense of belonging, Self-efficacy, Sense of self, Work-integrated learning, Women, International study
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Identifikatorer
URN: urn:nbn:se:hv:diva-21178DOI: 10.1108/HESWBL-05-2023-0115ISI: 001070851400001Scopus ID: 2-s2.0-85169558667OAI: oai:DiVA.org:hv-21178DiVA, id: diva2:1829637
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CC BY 4.0

Tilgjengelig fra: 2024-01-19 Laget: 2024-01-19 Sist oppdatert: 2024-05-29bibliografisk kontrollert

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Johansson, Kristina

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