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Gender and U.K. Higher Education: Post-Feminism in a Market Economy

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Women, Universities, and Change

Part of the book series: Issues in Higher Education ((IHIGHER))

Abstract

Gender is a silence in current U.K. higher education policy. Economics, rather than sociology, is the driving disciplinary force in education policy. In a market economy, individuals, rather than social groups, are the unit of analysis. Where structures of inequality are included, such as enhancing the participation of working-class students in higher education (HEFCE, 2001), education policy addresses a theory of disadvantage rather than a theory of privilege. The emphasis is on lifting the barrier to let in more members of excluded communities rather than on debating the nature of the barrier itself. There is little policy attention as to how the modalities of higher education reproduce social class or gender privilege or how higher education can play a role in creating a more inclusive society.

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Authors
  1. Louise Morley
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Editor information

Editors and Affiliations

  1. Higher Education Program, University of Denver, USA

    Mary Ann Danowitz Sagaria (Professor and Director, Fulbright Scholar) (Professor and Director, Fulbright Scholar)

  2. Vienna University of Economics and Business Administration, Austria

    Mary Ann Danowitz Sagaria (Professor and Director, Fulbright Scholar) (Professor and Director, Fulbright Scholar)

Copyright information

© 2007 Mary Ann Danowitz Sagaria

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Morley, L. (2007). Gender and U.K. Higher Education: Post-Feminism in a Market Economy. In: Sagaria, M.A.D. (eds) Women, Universities, and Change. Issues in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230603509_9

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