ABSTRACT

Research on educational gender segregation has been mostly concerned with the lack of women in male-dominated educational fields, and only to a lesser degree with the shortage of men in female-dominated subjects. This article addresses the latter issue and introduces new theoretical tools to the research field of educational gender segregation. Building on in-depth interviews with male and female nursing students in Norway, the article illuminates processes that may contribute to gender inclusion and exclusion. Combining theory on cultural beliefs on gender, symbolic boundaries and repertoire theory, the article shows how the valued nursing competence of being caring – together with an operative cultural belief that women are more caring than men – provides the female students with an asset both when accounting for their educational choice and in demonstrating their suitability to be nurses. The article demonstrates the situational relevance of gender and the value of analysing accounts of gender within particular contexts.

抽象的

关于教育性别隔离的研究主要涉及在以男性为主的教育领域中女性的缺乏，而在较少程度上是由于以女性为主的学科中男性的缺乏。本文解决后一个问题，并将新的理论工具引入教育性别隔离的研究领域。在对挪威男女护理专业学生进行深入访谈的基础上，本文阐明了可能有助于性别包容和排斥的过程。结合有关性别的文化信仰理论，象征界限和保留曲目理论，该文章显示了关爱的宝贵护理能力，以及一种可操作的文化观念，即女性比男人更关怀，在考虑到她们的教育选择和证明自己适合当护士的过程中，这些要素为女学生提供了资产。本文展示了性别的情境相关性以及在特定情况下分析性别账目的价值。