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Transitions into higher education : gendered implications for academic self-concept.

Jackson, C. (2003) Transitions into higher education : gendered implications for academic self-concept. Oxford Review of Education, 29 (3). pp. 331-346. ISSN 0305-4985

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Abstract

This paper focuses on the impact of the transition into higher education upon facets of students' academic self-concept. Drawing upon data collected from undergraduate students at three universities in the north of England it considers the question: does moving from a relatively small pond (sixth form or college) where many students are likely to feel like fairly 'big fish', to a larger pond (university) where most students are likely to feel like much 'smaller fish', affect academic self-concepts? Results suggest that self-concept changes are gender-specific. Overall, female students displayed a significant decline in academic self-concepts in some domains over the transition into higher education, whilst the self-concept levels of the men did not change significantly. A number of possibilities are explored to explain the gendered nature of this finding.

Item Type: Article
Journal or Publication Title: Oxford Review of Education
Subjects: L Education > L Education (General)
Departments: Faculty of Arts & Social Sciences > Educational Research
ID Code: 13125
Deposited By: Mr Richard Ingham
Deposited On: 05 Sep 2008 16:44
Refereed?: Yes
Published?: Published
Last Modified: 26 Jul 2012 15:05
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/13125

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