Gender Issues in Higher Education

Students

Data on college students from the National Center for Education Statistics highlights how more women (57%) than men (43%) attend and graduate from college. These statistics are often touted when the “male problem” is presented, which emphasizes that fewer men than women enroll in college. These cursory statistics, however, conceal a more complex story. First, women have been the majority of college students since 1979, and have maintained the current percentage of participation since 2003. Second, the “male problem” masks racial and socioeconomic inequities more than it masks gender inequities. According to a report from the American Council on Education, the percentage of White men (who represent 46% of all Whites) in college has decreased, with the biggest drop occurring for those from low-income families. African American men (who represent 40% of all Blacks) have the lowest ratio of participation within all racial categories. Data from the 2010 U.S. Census show that 13% of all Black men have bachelor's degrees. Fewer poor White men and African American men attend college. In addition, the fact that more students of color and low-income students attend community colleges also creates a different set of career options and potential in income.

The entrenchment of gender stereotypes becomes apparent when looking at the distribution of majors for men and women. The traditionally women-dominated disciplines of health care and education have more women participating (both at 79%) relative to the traditionally male-dominated disciplines of engineering (83% male) and computer science (82% male). The choice of major has long-term impacts for earning potential as well. Equity of involvement in majors has occurred in business (49% women), social science (49% women), and biological/biomedical science (59% women). Leading to the selection of majors are choices students make in middle school and high school, particularly in math.

Unwelcoming classroom environments for women are one reason for their lack of gains in traditionally male-dominated majors. As Mary Field Belenkey and colleagues indicate, research on women's ways of knowing questions traditional male-based models of learning theory, which are built on autonomy and objectivity. Belenkey et al. propose instead that women value connective learning built upon relationships. Feminist pedagogy creates classroom environments that question the status quo, encourages collaboration, and values all perspectives. This learning context favors collaborative learning and supports traditional concepts associated with women's ways of knowing. In [Page 976]traditionally male-dominated majors, these concepts are eschewed.

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