Masculinities in organizational cultures in engineering education in Europe: results of the European Union project WomEng

Sagebiel, Felizitas; Dahmen, Jennifer

doi:10.1080/03043790500429922

Cited by 37 publications

(23 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It has also been found in research that perceptions about engineering can have an impact on whether a young adult will decide to study engineering once they have achieved success at school level (Phipps, 2002). Identified perceptions include; that it is a 'man's subject' (Agapiou, 2002;Cronin and Roger, 1999;Bagilhole et al, 2007;Sagebiel and Dahmen, 2006); that it is more difficult than other subjects; it is for 'geeks' or 'nerds' (Institute of Engineering and Technology, 2008); that it does not offer a pathway to an interesting or lucrative career.…”

Section: Discussionmentioning

confidence: 99%

‘They're not girly girls’: an exploration of quantitative and qualitative data on engineering and gender in higher education

Barnard

Hassan

Bagilhole

et al. 2012

European Journal of Engineering Education

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

‘They're not girly girls’: an exploration of quantitative and qualitative data on engineering and gender in higher education

Barnard

Hassan

Bagilhole

et al. 2012

European Journal of Engineering Education

View full text Add to dashboard Cite

“…Godfroy-Genin & Pinault (2006) studied images of masculinity and femininity as part of the European WOMENG project. Sagebiel and Dahmen (2006) studied femininity and masculinity in organizational cultures in Europe. Du (2006) examined the ways in which engineering identity formation is different for female and male students owing to various ways in which engineering is masculine.…”

Section: Masculinity Studiesmentioning

confidence: 99%

Feminist Theory in Three Engineering Education Journals: 1995–2008

Beddoes

Borrego

2011

J of Engineering Edu

107

View full text Add to dashboard Cite

BACKGROUNDWomen remain underrepresented in engineering despite decades of effort. Feminist theory may explain why some well-intentioned efforts actually reinforce the very conditions they seek to change. PURPOSE (HYPOTHESIS)Our purpose is to understand and advance the use of feminist theory in engineering education research towards the goals of increasing gender diversity and equity in engineering. Specifically, we seek to address the following questions: How has feminist theory been engaged within engineering education scholarship? And what opportunities exist for further engagement? DESIGN/METHODWe analyzed articles from Journal of Engineering Education (JEE), European Journal of Engineering (EJEE), and International Journal of Engineering Education (IJEE) that had women or gender as a central part of their studies. Titles, keywords, and abstracts for every article in the journals were reviewed for the years 1995-2008. The 88 articles directly addressing gender or women in engineering were analyzed to determine their level of engagement with feminist theory. RESULTSFeminist theory is not widely engaged or systematically developed in this scholarship. Most work rests upon implicitly liberal and standpoint feminist theories, but a minority of articles point to intersectional, interactional, and masculinity studies approaches. We identified several ways in which deeper engagement with a wider range of feminist theories can benefit engineering education scholarship. CONCLUSIONSFeminist theory is underutilized within engineering education scholarship. Further engagement with, and systematic development of, feminist theory could be one beneficial way to move the field forward.

show abstract

“…The increase in the strength of mortar and concretes due to the addition of silica fume and portions of cement can be attributed to the improved aggregate-matrix bond associated with the formation of a less porous transition zone and a better interlock between the paste and the aggregate through TSMA s and TSMA sc [73,47] on both new ITZ (see Figure 3 and Figure 4 respectively) and old ITZ (see Figure 5 and Figure 6 respectively) in comparison with the traditional mixing approach (see Figure 7 and Figure 8). In TSMA s, silica fume is added, Tam et al [13] with the addition of silica fume and a portion of cement in the pre-mix process.…”

Section: <Table 9>mentioning

confidence: 99%

Diversifying two-stage mixing approach (TSMA) for recycled aggregate concrete: TSMAs and TSMAsc

Tam

2008

Construction and Building Materials

251

View full text Add to dashboard Cite

Recycling demolished concrete as recycled aggregate can be applicable to most construction applications. Lower-grade applications, including sub-base and roadwork, have been practicing in many countries; however, higher-grade activities are rarely discussed. This paper develops two mixing approaches by adding silica fume into certain percentages of Recycled Aggregate (RA) in the pre-mix procedure, named as Two-Stage Mixing Approach (silica fume) (TSMA s ) and adding silica fume and proportional amounts of cement into certain percentages of RA in the first mix, named as Two-Stage Mixing Approach (silica fume and cement) (TSMA sc ). Experimentation highlights that improvements have been recorded resulted from the use of various RA percentages from both TSMA s and TSMA sc . The additions of silica fume and proportional cement content in the pre-mix on TSMA s and TSMA sc can fill up the weak areas in the RA and thus develop a stronger interfacial layer around aggregate, and hence a higher strength of the concrete. It, thus, concludes that TSMA s and TSMA sc can provide alternative methodologies for further improvement in quality of this recyclable material.

show abstract

Masculinities in organizational cultures in engineering education in Europe: results of the European Union project WomEng

Cited by 37 publications

References 6 publications

‘They're not girly girls’: an exploration of quantitative and qualitative data on engineering and gender in higher education

‘They're not girly girls’: an exploration of quantitative and qualitative data on engineering and gender in higher education

Feminist Theory in Three Engineering Education Journals: 1995–2008

Diversifying two-stage mixing approach (TSMA) for recycled aggregate concrete: TSMAs and TSMAsc

Contact Info

Product

Resources

About