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Competing worlds: the private lives of women nurse students and gender equity in higher education.

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Title: Competing worlds: the private lives of women nurse students and gender equity in higher education.
Authors: Andrew, Lesley, Robinson, Ken, Costello, Leesa, Dare, Julie
Source: Studies in Higher Education. Jun2022, Vol. 47 Issue 6, p1171-1183. 13p.
Subjects: Higher education, Nurses, Academic achievement, Student engagement, University autonomy
Abstract: A longitudinal qualitative study of undergraduate women nursing students demonstrated the profound and pervasive influence of the heterosexual intimate relationship on their university engagement and achievement. Hitherto, the importance of women's private lives have been underappreciated in the arenas of student equity and retention. The study showed that traditional ideas of gender held within the intimate relationship were highly detrimental to student autonomy and capacity to engage, and that the university's organisation and delivery of the curriculum exacerbated the situation. Participants made personal sacrifices, which, while enabling continuation of their studies, were deleterious to academic achievement and wellbeing. For eight women, this involved separation from their partners. These results have generic implications given the renewed focus on gender equity in higher education. They have specific implications for nurse education, given the rising numbers of mature-age women nurse students, and predicted nursing workforce shortages. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Competing worlds: the private lives of women nurse students and gender equity in higher education.
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Jun2022, Vol. 47 Issue 6, p1171-1183. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Nurses%22">Nurses</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22University+autonomy%22">University autonomy</searchLink>
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  Data: A longitudinal qualitative study of undergraduate women nursing students demonstrated the profound and pervasive influence of the heterosexual intimate relationship on their university engagement and achievement. Hitherto, the importance of women's private lives have been underappreciated in the arenas of student equity and retention. The study showed that traditional ideas of gender held within the intimate relationship were highly detrimental to student autonomy and capacity to engage, and that the university's organisation and delivery of the curriculum exacerbated the situation. Participants made personal sacrifices, which, while enabling continuation of their studies, were deleterious to academic achievement and wellbeing. For eight women, this involved separation from their partners. These results have generic implications given the renewed focus on gender equity in higher education. They have specific implications for nurse education, given the rising numbers of mature-age women nurse students, and predicted nursing workforce shortages. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2020.1861597
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        Text: English
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      – SubjectFull: Academic achievement
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      – SubjectFull: Student engagement
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              Text: Jun2022
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