Exploring gender differences in Gen Z students’ attribution of obstacles influencing their academic and professional success

Abstract

Universities are often criticised for perpetuating gender inequalities in the preparation of students for the workforce. Employing a mixed methods approach, we explore whether perceived obstacles to academic and professional success are gender-based. We analyse responses from generation Z management students (n = 405) using attribution theory. We find that students predominantly perceive ‘effort’ as an enabler to their future success with gender disparities emerging when examining the multifaceted obstacles to their future success. Out of all demographic characteristics analysed, gender, and particularly a perceived lack of confidence by female students, is the most predominant and statistically significant factor. Through in-depth qualitative research we develop our understanding of these gendered student attributions, highlighting their potential impact on long-term professional success and their contribution to future earning inequalities. We examine the implications of our findings for educators and propose proactive strategies to tackle gendered disparities in the student experience.

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