GENDER, SUBJECT AND CONTEXT AS DETERMINANTS OF APPROACHES TO STUDYINGIN HIGHER-EDUCATION

Approaches to studying were measured in female and male students takin g arts and science degrees in three Oxbridge colleges. Gender and cont ext had little overall effect, but the students taking science courses obtained higher scores on reproducing orientation than those taking a rts courses. Moreover, the female students produced higher scores on m eaning orientation when they were taking arts courses in a 'female' en vironment and when they were taking science courses in a 'male' enviro nment. It is concluded that female students' approaches to studying ar e more desirable than those of male students when the gendered nature of their discipline accords with the gendered quality of their learnin g environment.