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ERIC Number: EJ866264
Record Type: Journal
Publication Date: 2009-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0954-0253
An Exploratory Study of Students' Constructions of Gender in Science, Engineering and Technology
Lynch, Ingrid; Nowosenetz, Tessa
Gender and Education, v21 n5 p567-581 Sep 2009
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa