Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges

Abstract

Purpose

This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.

Design/methodology/approach

A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.

Findings

Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.

Originality/value

This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.

Citation

Bowen, T., Drysdale, M.T.B., Callaghan, S., Smith, S., Johansson, K., Smith, C., Walsh, B. and Berg, T. (2024), "Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 2, pp. 313-328. https://doi.org/10.1108/HESWBL-05-2023-0115