“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university-Reference-Cited by-同舟云学术

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“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university

Published:2001-02 Issue:1/2 Volume:21 Page:160-172
ISSN:0144-333X
Container-title:International Journal of Sociology and Social Policy
language:en
Short-container-title:Int J of Soc & Social Policy

Author:

Earl‐Novell Sarah

Publisher

Emerald

Subject

General Economics, Econometrics and Finance,Sociology and Political Science

Reference12 articles.

1. Sex bias in the evaluation of students

2. Another look at the degree results of men and women

3. IQ Self-Estimates of Males and Females

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1. The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach;Social Inclusion;2021-07-21

2. Handstyle as social meaning: Graphic variation, graffiti and gender;Ampersand;2020

3. Let the Pigs Fly: What We Say and How We Say It When We Talk About Gender;Industrial and Organizational Psychology;2018-09

4. EXPLORING STUDENTS’ LEARNING STRATEGIES AND GENDER DIFFERENCES IN ENGLISH LANGUAGE TEACHING;International Journal of Language Education;2018-03-31

5. Gender and Literacy Issues and Research: Placing the Spotlight on Writing;Journal of Writing Research;2012-03

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