Abstract
University cultures vary with respect to degree of cultural consensus and disensus. Levels of conflicts, patterns of meaning-making, and decision-making practices vary correspondingly. This empirically based article investigates how these variations make up the different premises for understanding gender segregation and for introducing gender equality discourses. Finally, the article also examines the way newcomers meet the multiplicity of standards and complexities on their way in and up the academic hierarchies.
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