NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ783232
Record Type: Journal
Publication Date: 2008-Feb
Pages: 19
Abstractor: Author
Reference Count: 26
ISSN: ISSN-0305-4985
Worried Women, Complacent Men? Gendered Responses to Differential Student Funding in Higher Education
Kettley, Nigel; Whitehead, Joan M.; Raffan, John
Oxford Review of Education, v34 n1 p111-129 Feb 2008
Changing financial arrangements for undergraduates have led to a growth in widening participation research. However, hardly any studies explore gender differences in the impact of differential funding on students' sense of well-being, their financial coping strategies and their educational attainment. Our research shows that there are few gender differences in students' actual financial situation, reflecting the similarity of their social class backgrounds, but women perceive themselves to be under greater pressure. Women worry more about their finances and express lower levels of well-being, but this has no overall effect on their attainment, since the strategies they use to ameliorate worry align with sound educational practice. Men express a more complacent financial attitude, which does not usually affect their attainment. There is, however, evidence of a gender-related 'threshold effect' among students who express low levels of well-being. Extreme worriers perceive themselves to be, and genuinely are, worse off than other students, despite the apparent homology of their social class backgrounds. In this extreme group, the strategies women devise to cope with worry, such as curtailing their student life and building supportive friendship groups, appear to consolidate their attainment, but men's complacency sometimes pushes them down into the lowest class of degree. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A