Barriers to the Full Participation of Girls in Robotics: A Case Study of a South African Community of Practice

Autor/inn/en	Dirsuweit, Teresa; Gouws, Patricia
Titel	Barriers to the Full Participation of Girls in Robotics: A Case Study of a South African Community of Practice
Quelle	In: Interchange: A Quarterly Review of Education, 54 (2023) 4, S.439-457 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dirsuweit, Teresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-023-09504-9
Schlagwörter	Females; Communities of Practice; Barriers; Sexual Identity; Robotics; Computer Science Education; Programming; Disadvantaged; Action Research; Competition; STEM Education; Gender Differences; Speech Acts; Group Dynamics; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Community; Geschlechtsidentität; Sexuelle Identität; Robotertechnik; Computer science lessons; Informatikunterricht; Programmierung; Projektforschung; Wettkampf; STEM; Geschlechterkonflikt; Sprechakt; Gruppendynamik; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The lack of participation of girls in programming robotics is well documented in the international literature on the subject. The Inspired Towards Science, Engineering and Technology (I-SET) is a community engagement project that promotes science engagement in predominantly disadvantaged communities. In this paper, we present the findings of an action research project. The primary objective of this research project is to monitor and improve this community of practice. This research paper aims to explore whether girls encounter barriers to full participation in robotics competition teams. While educational parity has been reached in STEMI-related subjects at the school level, young women are far less likely to select STEMI fields at the tertiary level compared to young men. The I-SET community of practice is well-situated to promote STEMI fields to girls from an early age. Barriers to their full participation in the I-SET community of practice included male dominance in the everyday activities and speech acts of the teams; a lack of technohabitus; and alienation. Broader constructions of gender identity in schools and the communities that they serve presented a major challenge to coaches keen to actively include girls. These challenges were further compounded by gendered divisions of labour that left little time for girls (particularly those from poorer backgrounds) to practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01