Gendering the Massification Generation

Emily F. Henderson is Reader in Gender and International Higher Education, Department of Education Studies, and Director of the Doctoral Education and Academia Research Centre, University of Warwick, UK. She is also Visiting Professor at the Centre for Policy Research in Higher Education, National Institute of Educational Planning and Administration, India. Nidhi S. Sabharwal is Associate Professor at the Centre for Policy Research in Higher Education, National Institute of Educational Planning and Administration, India, and is an Honorary Associate Professor in the Department of Education Studies at the University of Warwick, UK. Anjali Thomas is an early career researcher, recently holding post-doctoral roles at the University of Warwick on the ‘Fair Chance for Education’ project and University of Liverpool; she holds a PhD from Department of Education Studies, University of Warwick, UK (funded by WCPRS and Fair Chance Foundation). Julie Mansuy is the Founder and Director of Active4Research Ltd., was the ‘Fair Chance for Education’ Project Research Coordinator and holds a PhD from the Law School, University of Warwick, UK. Ann Stewart is Professor of Law in the Law School, University of Warwick, UK, and previously Visiting Research Professor, Centre for Law and Governance, Jawaharlal Nehru University, New Delhi, India. Sharmila Rathee is Assistant Professor at the Department of Elementary Education, University of Delhi, India, and a Recipient of the American Disability Act Inclusive Education Fellowship. Renu Yadav is Associate Professor in the Department of Teacher Education, Central University of Haryana, Mahendergarh, Haryana, India. She is also the Convenor of the Women’s Empowerment Cell and Deputy Dean of Students' Welfare.

1. Introduction to Gendering the massification generation; 2. The Massification Generation; 3. Gendering the massification generation; 4. Honour and Marriage: Femininity and Higher Education Access and Choice; 5. Family Responsibility: Masculinity and Higher Education Access and Choice; 6. Conclusion