TY  - JOUR
AB  - Focuses on the relative underachievement of First Class degrees by women in the UK compared to men. Cites problem areas as history, sociology, and english. Attempts to test a hypothesis that this is due to inequality in assessment with graduate writing styles labelled as “gendered”. Presents findings which suggest the above to be the case, with male academic styles tending to be bold, confident and risk‐taking and female styles perceived as cautious and conscientious. Argues that the effects are seen in “argument‐based” subjects rather than “fact based” subjects.
VL  - 21
IS  - 1/2
SN  - 0144-333X
DO  - 10.1108/01443330110789664
UR  - https://doi.org/10.1108/01443330110789664
AU  - Earl‐Novell Sarah
PY  - 2001
Y1  - 2001/01/01
TI  - “Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university
T2  - International Journal of Sociology and Social Policy
PB  - MCB UP Ltd
SP  - 160
EP  - 172
Y2  - 2024/04/19
ER  -