---
res:
  bibo_abstract:
  - "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.@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Ilona
      foaf_name: Horwath, Ilona
      foaf_surname: Horwath
  - foaf_Person:
      foaf_givenName: Christian
      foaf_name: Diabl, Christian
      foaf_surname: Diabl
  bibo_doi: 10.1080/09540253.2019.1608355
  dct_date: 2019^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/0954-0253
  - http://id.crossref.org/issn/1360-0516
  dct_language: eng
  dct_subject:
  - Education policy
  - equality
  - higher education
  - critical pedagogies
  - gender mainstreaming
  - curriculum
  dct_title: Liberating or indoctrinating? Surveying students’ perceptions of a Womens’
    and Gender Studies requirement@
...