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Tutorials are the main academic event of the week, the culmination of most of the week's work. It is the point where most students have their understanding of a topic click so any hindrance due to periods can have a huge effect on student's learning.
Hannah Bruce, a former undergraduate chemist wrote her dissertation on the gendered experiences of tutorials. Her main finding was that female students do more work in tutorials and she found that female students particularly struggled with three main areas; self-censoring, imposter syndrome and relatedness.
Join Charlie, Lottie and Felicity as they discuss Hannah Bruce's findings, and share their own personal experiences within tutorials.
(0:52) Introduction
(1:32) The gendered experience of tutorials
(7:14) Imposter syndrome
(14:06) The leaky pipeline
(21:47) Missing tutorials
(25:55) Conclusion
About the hosts:
Charlie: Hi, I’m Charlie and I am a postgraduate student in inorganic chemistry. I am really passionate about EDI work within chemistry and when the project was proposed looking into the impact of periods in chemistry, I was really excited to be involved!
Lottie: Hiya, I am Lottie and I am in my third-year (about to begin sitting my final exams). I have really enjoyed working on this podcast, especially as I am interested in how we better support students with their studies in chemistry once they arrive at university here.
Felicity: Hi, I’m Felicity and I’m a second-year chemist studying at Lady Margaret Hall. I’ve always found the taboo surrounding periods really frustrating, so I have loved having open conversations about the impact of our periods and learning about all our different experiences!
We want to talk about all things periods and how they affect our daily lives as chemists at Oxford. We would love to here your views and opinions: