An Exploratory Study of Students' Constructions of Gender in Science, Engineering and Technology

Autor/inn/en	Lynch, Ingrid; Nowosenetz, Tessa
Titel	An Exploratory Study of Students' Constructions of Gender in Science, Engineering and Technology
Quelle	In: Gender and Education, 21 (2009) 5, S.567-581 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Focus Groups; Discourse Analysis; Engineering; Sex Fairness; Gender Issues; Gender Differences; Science Education; Technology Education; College Students; Urban Areas; Foreign Countries; Sex Role; Intervention; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Diskursanalyse; Maschinenbau; Sexualaufklärung; Geschlechterfrage; Geschlechterkonflikt; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Collegestudent; Urban area; Stadtregion; Ausland; Geschlechterrolle; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite an appreciation of the need to increase gender sensitivity and awareness among tertiary students in the field of science, engineering and technology (SET), there is a paucity of research that explores how students in this field construct gender. A greater understanding of such constructions can assist in transforming gender relations and creating a more gender-sensitive learning environment for SET students. This paper explores SET students' constructions of gender and the discourses they draw on when constructing female participation in SET. Focus group discussions were conducted with male and female students from an urban South African university. A discourse analysis identified various restrictive discourses that resist female participation in SET and value traditional gender roles for men and women, as well as more marginal voices that support gender equity. The paper concludes with recommendations for interventions aimed at challenging restrictive constructions of gender in higher education. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10