(Dis)Embodied Masculinity and the Meaning of (Non)Style in Physics and Computer Engineering Education

Autor/inn/en	Ottemo, Andreas; Gonsalves, Allison J.; Danielsson, Anna T.
Titel	(Dis)Embodied Masculinity and the Meaning of (Non)Style in Physics and Computer Engineering Education
Quelle	In: Gender and Education, 33 (2021) 8, S.1017-1032 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ottemo, Andreas) ORCID (Gonsalves, Allison J.) ORCID (Danielsson, Anna T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2021.1884197
Schlagwörter	Physics; Science Instruction; Computer Science Education; Gender Bias; Sex Stereotypes; Masculinity; Gender Issues; Aesthetics; STEM Education; Higher Education; Foreign Countries; College Students; Clothing; Canada; Sweden + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer science lessons; Informatikunterricht; Geschlechterstereotyp; Männlichkeit; Geschlechterfrage; Ästhetik; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Kleidung; Kanada; Schweden
Abstract	Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is also tightly connected to embodiment. Drawing on post-structural gender theory, we explore how notions of corporeality, style and aesthetics are articulated within computer engineering and physics settings at two higher education institutions, one in Canada, one in Sweden. Using empirical data from two case studies, we demonstrate that these disciplines are usually understood as 'gender neutral' by students but that interest and competence in these fields are simultaneously understood as embodied through neglect for style and corporeal aesthetics, in ways that contribute to the masculinisation of these fields. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01