The experience of students in a gender minority on courses at a college of higher and further education

Abstract This paper reports on a study exploring the experience of students in a gender minority on programmes in a mixed economy college, identifying parallels between the male and female minority experience. A qualitative methodology was used interviewing males on programmes concerned with children under 8 years old and females on motor Vehicle Engineering programmes. Students reported that classroom practice was generally satisfactory, but there were some difficulties in workshops and with practical experience. Students did not identify gender as a significant issue, but highlighted intimidatory behaviour and gender stereotypes as barriers preventing full participation in the classroom. Same gender tutors were not seen as significant, but educational strategies to develop increased integration and contact between all students might be beneficial.