University Experiences of Students in a Gender Minority

Abstract

Academic and social-emotional experiences during the university years influence students’ academic achievement and emotional well-being. However, there is insufficient evidence on how the numerical representation of same-gendered persons affects such experiences in each group. The aim of this research was to analyze university experiences within degree programs where there is a large gender gap in students enrolled. The study is descriptive and cross-sectional and uses a mixed approach. An adaptation of the QVAr (questionnaire on academic experiences-reduced version) was administered to 726 students enrolled in degree programs with a large gender gap. Additionally, ten individual interviews were carried out with students belonging to minority gender groups. The obtained results show that, in these degree programs, students’ adaptation and coexistence processes are different, especially in interpersonal relationships between the majority and minority groups. Women in the minority require support from their female classmates in the early years of the degree program. Men in the minority, however, feel like part of the group from the start.

An Analysis of Factors Influencing Chinese University Students’ Major Choice from the Perspective of Gender Differences

“…In recent years, with the increasing number of women receiving higher education, gender differences in the quality and structural characteristics of higher education have Sustainability 2023, 15, 14037 2 of 13 become a discussion focus of academic interest [14][15][16]. According to a survey, in 2013, among the top ten majors with the highest proportion of male students in Chinese universities, all were in Science, Technology, Engineering, or Mathematics (STEM) fields, and male students accounted for over 80% in these fields.…”