Gender, subject and context as determinants of approaches to studying in higher education

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Abstract
Approaches to studying were measured in female and male students taking arts and science degrees in three Oxbridge colleges. Gender and context had little overall effect, but the students taking science courses obtained higher scores on reproducing orientation than those taking arts courses. Moreover, the female students produced higher scores on meaning orientation when they were taking arts courses in a ‘female˚s environment and when they were taking science courses in a ‘male˚s environment. It is concluded that female students' approaches to studying are more desirable than those of male students when the gendered nature of their discipline accords with the gendered quality of their learning environment.