@article{24462,
  abstract     = {{This article offers new insight into students’ responses to Womens’
and Gender Studies (WGS) classes by overcoming the self-selection
bias hitherto inherent in the field. Exploring the experiences of 1406
students (770 women, 636 men) of a university with a WGS
requirement across all study programmes, we examine the
prevailing discourses on WGS, participants’ (dis)agreement as well
as personal and professional benefits gained through WGS.
Additionally, we evaluate the perceived value of WGS for
themselves, in society, and of WGS opportunities in higher
education. Findings reveal a gender bias regarding discourses,
experience, benefit, and value, with 70.1% women and 32.4% men
supporting the idea of WGS as a mandatory subject. Women’s
support indicates a need for tools to negotiate gender issues,
while men’s resistance serves to defend male privileges. We
conclude that a requirement of WGS classes amplifies the
potential for both – resistance and change.}},
  author       = {{Horwath, Ilona and Diabl, Christian}},
  issn         = {{0954-0253}},
  journal      = {{Gender and Education}},
  keywords     = {{Education policy, equality, higher education, critical pedagogies, gender mainstreaming, curriculum}},
  pages        = {{1109--1126}},
  title        = {{{Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement}}},
  doi          = {{10.1080/09540253.2019.1608355}},
  year         = {{2019}},
}