Views and perspectives of women’s studies: a survey of women and men students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it