“Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university
Earl‐Novell, SarahVolume:
21
Language:
english
Journal:
International Journal of Sociology and Social Policy
DOI:
10.1108/01443330110789664
Date:
February, 2001
File:
PDF, 80 KB
english, 2001