The Voices of Female Students in Higher Education

다국어 초록 (Multilingual Abstract)

This study seeks to discover whether identical instruction designs for both genders enable women students to have the same quality of learning experience as their male counterparts, even though they have been socialized in different ways. The instructional design of coed colleges are meant to serve both women and men equally well. However, the beneficiaries of ‘gender-neutral’ activities practiced in coed colleges are found to be mostly men students. The present study aims at listening to the voices of coed college women students in order to understand what it means for them to learn with men. The research respondents for this study were female college students on a coed campus and were exposed to a women-only class for a semester so that they may be able to compare their experiences of learning with men and without men. The findings based on interviews conducted with a women-only class would be useful to rethink instructional designs that have been considered ‘genderneutral’ or ‘natural’ in coed colleges.

목차 (Table of Contents)

• Introduction
• Literature Review
• The Learning Experiences of Korean College Students on Coed Campus
• Learning Experiences of British and American Students in Mixed-gender Schooling
• Historical perspective for mixed-gender schooling in England
• Coed colleges in the United States
• Research Findings
• "Unlearning the 'norm'"
• "Securing Political Safety"
• "Establishing Girl's Network"
• "Recovering Confidence"
• "Growing in the 'greenhouse'"
• Conclusion