Views and perspectives of women’s studies: a survey of women and men students
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Résumé
Abstract In this article we draw on data from a completed project entitled Why Do Women's Studies? involving five English Universities. However, the data reported here focuses on a single institution. The data were collected through questionnaires which combined quantitative and qualitative questions and we have the views of three distinct groups of students: students taking women's studies as a degree; students taking other degrees but including women's studies modules and students with no experience of women's studies. After detailing our method and reflecting on some methodological issues we present and debate our data which shows that although many of the conventional stereotypes regarding women's studies remain in common discourses they seem to be agreed with less than they are reported to have been heard. Yet, the power of these discourses remains a danger to women's studies as evidenced by its demise as an undergraduate course in many English institutions. Notes 1. The institutional comparative aspect of our research is discussed in Letherby and Marchbank (Citation2001). 2. This was not a randomised sample of questionnaires and we do not claim that our respondents are statistically representative of all students. 3. We think it ironic that a masculine image has been used to ridicule women's studies. 4. UCAS = University and Colleges Admissions Service, through which all undergraduate applications for higher education are processed in the UK. 5. It should be noted that in the institution discussed here men have never been excluded from either the degree nor the classes in women's studies and each year a number of men have undertaken women's studies modules. 6. This was the case at the time of the survey, a situation that was rectified for the next academic year. 7. We choose this as this phrase represents a number of negative terms used to denote lesbians in several anglophone societies. 8. Branding is a method recognized by political scientists by which an issue, topic or subject may be made less threatening by labelling as illegitimate; see Marchbank (Citation2000). 9. It is the interpretation of others, not the authors, that lesbianism is a 'negative' category. In fact, one of us is a lesbian and the other is at times suspected of being so. 10. In using this quote we do recognize that women's studies exists outside of the western academy—in, e.g., India, etc.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle