Female participation in higher education now outnumbers male in a range of subject areas (ECU 2008 2009). This has led to claims about the feminisation of higher education including the feminisation of teaching and learning (HEPI 2009).
Feminist scholars have critiqued such claims highlighting the dangers of an oversimplification of gender and inequalities in higher education and stressing the need for nuanced research that draws out the complexities of gendered formations learner identities and pedagogic practices and experiences.
This project examined the gendered experiences of teaching and learning at undergraduate level and aimed to develop a detailed understanding of these inter-relationships.
This project was led by Roehampton University.
Partner institution was King's College London.