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Gendered Experiences of Non-traditional Students in Irish Higher Education

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Access and Participation in Irish Higher Education

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Abstract

This chapter focuses on how gender is situated as part of enduring and deeply embedded inequalities in student access and participation to higher education (HE). This acknowledges how gender is shaped by the wider ‘social expectations women and men are subject to, institutional practices and culture which often reinforce persistent gendered inequalities and the commitment of institutional and national bodies towards the pursuit of gender equality’ (Loots and Walker 2015, p. 372). How gender intersects with other areas of inequalities, such as class, ethnicity, age and disability, is core to this analysis. This is explored in terms of the relationship between policy aspirations, implementation and lived experiences of education.

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Notes

  1. 1.

    Twelve institutions participated in DARE in 2010–2011, which includes seven universities; two IoTs, Dublin Institute of Technology (DIT) and Athlone Institute of Technology (AIT); the National College of Ireland (NCI); Mater Dei Institute of Education; and the Pontifical University Maynooth.

  2. 2.

    With thanks to DARE board, who gave permission for this data analysis to be completed for this chapter. It is part of a bigger research analysis being completed by Rose Ryan in Maynooth University.

  3. 3.

    These ten disability categories include Asperger’s Syndrome/Autism, Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD), Blind/Vision Impaired, Deaf/Hard of Hearing, Dyspraxia, Mental Health Condition, Neurological Conditions (including Brain Injury, Speech and Language Disabilities), Significant Ongoing Illness, Physical Disability and Specific Learning Difficulty (including Dyslexia and Dyscalculia).

  4. 4.

    In the case of students who are blind or visually impaired, or who are deaf or hard of hearing and students with specific learning difficulties, a severity or significance of the condition must be evidenced with medical reports. In the case of specific learning difficulties, two literacy attainments must be at or less than the 10th percentile and overall a student must have a general ability score in excess of a standard score of 90.

  5. 5.

    Delivering Equality of Opportunity in Schools (DEIS) is the Action Plan for Educational Inclusion which was launched in May 2005 and remains the Department of Education and Skills policy instrument to address educational disadvantage. (http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/).

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Authors and Affiliations

  1. Department of Adult and Community Education, Maynooth University, Maynooth, Kildare, Ireland

    Bernie Grummell

  2. Access Office, Maynooth University, Maynooth, Kildare, Ireland

    Rose Ryan

Authors
  1. Bernie Grummell
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  2. Rose Ryan
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Grummell, B., Ryan, R. (2017). Gendered Experiences of Non-traditional Students in Irish Higher Education. In: Access and Participation in Irish Higher Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-56974-5_9

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  • DOI: https://doi.org/10.1057/978-1-137-56974-5_9

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  • Publisher Name: Palgrave Macmillan, London

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