De-constructing technology’s masculinity

Abstract

Several studies conducted by the European Union (e.g., Eurostat 2004, Implementation of ''education & training 2010'' work programme) demonstrate that women and girls are consistently significantly underrepresented in technological education, areas, and jobs. This is highlighted in the Joint Interim Report ''Education and Training 2010'' by the European Commission under the domain of Maths, Science and Technology (MST). The joint report highlights the persistent shortage of women in technical fields and calls on Member States to encourage the development of a technical culture among its citizens. In particular, it was recommended that action be taken to motivate young people, especially girls, to undertake scientific and technical studies and careers. In this paper we will explore issues related to the delivery of technology education in the middle and secondary school sectors. Other papers in this special edition consider various curricula from around Europe and offer an analysis of early years and primary education in this respect. We do not intend to undertake an in-depth analysis of technology education curricula in the secondary sector but will, rather, explore the kinds of perceptions that are held by school students about technology and technology education when they enter into the secondary stages. We will argue that technology education is perceived to be masculine in nature, procedural in delivery and lacking in any conceptual dimension. This, we will claim, serves to restrict female interest in the subject. We will also discuss a case study undertaken in the name of the UPDATE project that attempts to redress this imbalance. It should be noted, however, that whilst the emphasis in this paper is on the female, it must be acknowledged that the same conclusions will also hold for many males.

FORMakademisk 8-3 2015 HELE NUMMERET

“…In practice, the fourth graders' choices are made mainly according to gender even today; most girls study textiles and most boys choose technical work (Lepistö, 2011a;Lindfors, 2012;Murtomaa & Ryynänen, 2012). This also seems to be the case in several other countries (e.g., Dakers;Dow & McNamee, 2009;Murphy, 2007;Paechter, 2007). Moreover, students' choices in other school subjects tend to be based on gender stereotypes: boys choose to study electronic-orientated or technological subjects, whereas girls choose textileorientated or art subjects.…”

“…The focus should be on the holistic craft process and the joy and satisfaction derived from work and innovation (e.g. Dakers et al, 2009) such that it challenges the development and regeneration of the subject of craft and its practice in teacher education. .…”

Program Evaluation: Integration of Educational Software into the Elementary School Math Curriculum

“…Graphing software improves students' (a) understanding of algebraic concepts (Lagrange & Erdogan, 2009;Ruthven, Deaney, & Hennessy, 2009) and (b) motivation and engagement. Integration of software programs into math instruction could enhance instruction (Allsopp et al, 2011;Ertmer & Ottenbreit-Leftwich, 2010) for teachers to transmit knowledge (Dakers, Dow, McNamee, 2009) to help students think critically (Almekhlafi & Almeqdadi, 2010).…”

Bridging the Gender Gap: An Examination of Women's Perceptions and Use of Technology in the Apparel Industry

“…Research suggests that girls typically lose interest in technology due to gender stereotyping. Specifically, by the age of 11, young girls have been primed by society to view technology use as a male-dominated activity (Dakers, Dow, & McNamee, 2009). Over the years, attempts to increase women's involvement have combated some of these stereotypes, but it has not been enough.…”

“…Over the years, attempts to increase women's involvement have combated some of these stereotypes, but it has not been enough. As a result of what has been called the STEM "gender gap," they are often discouraged from enrolling in technology-related courses or applying for positions that are considered "masculine" (Dakers, et al, 2009). In the apparel industry, computer applications and software are frequently used for product development and then filtered through the supply chain by way of data management systems.…”