NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ831913
Record Type: Journal
Publication Date: 2006-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0304-3797
Masculinities in Organizational Cultures in Engineering Education in Europe: Results of the European Union Project WomEng
Sagebiel, F.; Dahmen, J.
European Journal of Engineering Education, v31 n1 p5-14 Mar 2006
The paper describes elements of engineering organizational cultures and structures in higher engineering education from the European project WomEng. Hypotheses, based on state of the art, refer to: women friendly presentation, attractiveness of interdisciplinary teaching methods, single sex education, perceptions of minority status, feelings of isolation, existing discrimination and coping strategies of female students. Quantitative and qualitative methodologies, asking questions of and observing students and faculty are completed by website analyses. The results show that special recruitment and a welcome for women do not exist everywhere and, furthermore, are denied by faculty of some countries. General welcome events are appreciated. Among interdisciplinary subjects, languages and soft skills are preferred, along with people-oriented teaching. Attitudes towards single sex education are controversial. The general male engineering image is combined with negative attitudes and discrimination practices in only some countries. More latent discrimination, like prejudice, jokes and stories, lead to self-confidence coping strategies by female students. The results are reflected on the basis of feminist and men's studies. The conclusions refer to inherent dilemmas in research on masculinities in engineering education. (Contains 1 figure.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A