View in EDS HTML Full Text PDF Full Text

Worried women, complacent men? Gendered responses to differential student funding in higher education.

Saved in:
Bibliographic Details
Title: Worried women, complacent men? Gendered responses to differential student funding in higher education.
Authors: Kettley, Nigel (AUTHOR), Whitehead, JoanM. (AUTHOR), Raffan, John (AUTHOR)
Source: Oxford Review of Education. Feb2008, Vol. 34 Issue 1, p111-129. 19p. 2 Charts.
Subjects: Undergraduates, Economic conditions of college students, Gender differences in education, Financial aid, Economic conditions of women, Personal finance, Worry, Working class men, Psychology, Economics
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 28444442
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Worried women, complacent men? Gendered responses to differential student funding in higher education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kettley%2C+Nigel%22">Kettley, Nigel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Whitehead%2C+JoanM%2E%22">Whitehead, JoanM.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Raffan%2C+John%22">Raffan, John</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Feb2008, Vol. 34 Issue 1, p111-129. 19p. 2 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+conditions+of+college+students%22">Economic conditions of college students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+aid%22">Financial aid</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+conditions+of+women%22">Economic conditions of women</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+finance%22">Personal finance</searchLink><br /><searchLink fieldCode="DE" term="%22Worry%22">Worry</searchLink><br /><searchLink fieldCode="DE" term="%22Working+class+men%22">Working class men</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Oxford Review of 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=28444442
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03054980701565360
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 111
    Subjects:
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Economic conditions of college students
        Type: general
      – SubjectFull: Gender differences in education
        Type: general
      – SubjectFull: Financial aid
        Type: general
      – SubjectFull: Economic conditions of women
        Type: general
      – SubjectFull: Personal finance
        Type: general
      – SubjectFull: Worry
        Type: general
      – SubjectFull: Working class men
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Economics
        Type: general
    Titles:
      – TitleFull: Worried women, complacent men? Gendered responses to differential student funding in higher education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kettley, Nigel
      – PersonEntity:
          Name:
            NameFull: Whitehead, JoanM.
      – PersonEntity:
          Name:
            NameFull: Raffan, John
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2008
              Type: published
              Y: 2008
          Identifiers:
            – Type: issn-print
              Value: 03054985
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Oxford Review of Education
              Type: main
ResultId 1