| Author(s) | Catherine Herfeld; Jan Müller; Kathrin von Allmen |
| Journal | Ergo |
| Abstract | It is well known that there has been a steady and significant underrepresentation of women in academic philosophy on different professional levels. Numerous hypotheses for this underrepresentation have been suggested, but empirical analyses are not yet extensive. In particular, studies of the phenomenon in different countries are lacking. In this paper, we present findings from an explorative study in which we analyze the interests, abilities, beliefs, attitudes, perceptions, and goals of bachelor students in a semester-long philosophy of science course at a major German university. We furthermore make the first attempt to compare women-only learning environments with mixed learning environments. Our results suggest that while there are generally some gender differences regarding interests, abilities, beliefs, attitudes, perceptions, and goals of students in the classroom, most of the hypotheses we explore to explain dropout rates by gender differences cannot be supported. We conclude that possible factors leading to an underrepresentation of women in academic philosophy in Germany might be found in the social and institutional environment within which academic philosophy is studied. |
| Keywords | |
| Date Published | Forthcoming |
| URL | https://catherineherfeld.weebly.com/uploads/6/1/9/3/61936879/ergo_female_students_in_philosophy_final.pdf |
| Open Access? | Yes |
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