[{"page":"1109-1126","citation":{"short":"I. Horwath, C. Diabl, Gender and Education (2019) 1109–1126.","ieee":"I. Horwath and C. Diabl, “Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement,” Gender and Education, pp. 1109–1126, 2019, doi: 10.1080/09540253.2019.1608355.","chicago":"Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender and Education, 2019, 1109–26. https://doi.org/10.1080/09540253.2019.1608355.","ama":"Horwath I, Diabl C. Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. Gender and Education. Published online 2019:1109-1126. doi:10.1080/09540253.2019.1608355","apa":"Horwath, I., & Diabl, C. (2019). Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. Gender and Education, 1109–1126. https://doi.org/10.1080/09540253.2019.1608355","mla":"Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender and Education, 2019, pp. 1109–26, doi:10.1080/09540253.2019.1608355.","bibtex":"@article{Horwath_Diabl_2019, title={Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement}, DOI={10.1080/09540253.2019.1608355}, journal={Gender and Education}, author={Horwath, Ilona and Diabl, Christian}, year={2019}, pages={1109–1126} }"},"year":"2019","type":"journal_article","_id":"24462","date_created":"2021-09-14T21:05:30Z","has_accepted_license":"1","status":"public","keyword":["Education policy","equality","higher education","critical pedagogies","gender mainstreaming","curriculum"],"publication":"Gender and Education","file_date_updated":"2021-09-14T21:07:03Z","author":[{"full_name":"Horwath, Ilona","first_name":"Ilona","last_name":"Horwath"},{"last_name":"Diabl","first_name":"Christian","full_name":"Diabl, Christian"}],"quality_controlled":"1","file":[{"content_type":"application/pdf","date_updated":"2021-09-14T21:07:03Z","success":1,"relation":"main_file","file_size":1495079,"file_id":"24463","creator":"innem","access_level":"closed","date_created":"2021-09-14T21:07:03Z","file_name":"Horwath_Diabl_2019.pdf"}],"ddc":["300"],"user_id":"83744","abstract":[{"lang":"eng","text":"This article offers new insight into students’ responses to Womens’\r\nand Gender Studies (WGS) classes by overcoming the self-selection\r\nbias hitherto inherent in the field. Exploring the experiences of 1406\r\nstudents (770 women, 636 men) of a university with a WGS\r\nrequirement across all study programmes, we examine the\r\nprevailing discourses on WGS, participants’ (dis)agreement as well\r\nas personal and professional benefits gained through WGS.\r\nAdditionally, we evaluate the perceived value of WGS for\r\nthemselves, in society, and of WGS opportunities in higher\r\neducation. Findings reveal a gender bias regarding discourses,\r\nexperience, benefit, and value, with 70.1% women and 32.4% men\r\nsupporting the idea of WGS as a mandatory subject. Women’s\r\nsupport indicates a need for tools to negotiate gender issues,\r\nwhile men’s resistance serves to defend male privileges. We\r\nconclude that a requirement of WGS classes amplifies the\r\npotential for both – resistance and change."}],"language":[{"iso":"eng"}],"doi":"10.1080/09540253.2019.1608355","date_updated":"2022-04-21T18:11:32Z","publication_status":"published","publication_identifier":{"issn":["0954-0253","1360-0516"]},"department":[{"_id":"603"}],"title":"Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement"}]