“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university

Abstract

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.

Citation

Earl‐Novell, S. (2001), "“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university", International Journal of Sociology and Social Policy, Vol. 21 No. 1/2, pp. 160-172. https://doi.org/10.1108/01443330110789664