Gendered learning experience of engineering and technology students

Takruri-Rizk, H; Jensen, K; Booth, KM

Abstract

UK National statistics for science, engineering and technology studies and careers confirm the under-representation of women in these disciplines. A literature review formed the basis for developing survey questionnaires exploring issues of female students' attraction to, and retention in, engineering and technology studies. Findings indicate that having family members in the engineering or technology industry plays an important part in the students' choice of degree topic and future career. In particular, we found that female students need to be encouraged to study a "male dominated" subject, such as engineering or technology but that teachers do not contribute much to such encouragement. While at university, female students were more comfortable in small practical sessions rather than in a large lecture theatre environment and, when evaluating self-confidence in their skills at graduation, the female students were less confident than their male colleagues. In addition, the study highlights that gaining work experience through an industrial placement should be one of the priorities for engineering and technology students. A high level of determination and wanting to do engineering or technology is especially necessary for women who may be discouraged by the stereotyped image of engineering and technology studies and professions.

Citation

Takruri-Rizk, H., Jensen, K., & Booth, K. (2008). Gendered learning experience of engineering and technology students. https://doi.org/10.1145/1361255.1361257

• Journal Article Type: Article
• Publication Date: Jan 1, 2008
• Deposit Date: Jan 6, 2012
• Journal: ACM SIGCAS Computers and Society
• Print ISSN: 00952737
• Peer Reviewed: Peer Reviewed
• Volume: 38
• Issue: 1
• Pages: 40-52
• DOI: https://doi.org/10.1145/1361255.1361257
• Publisher URL: http://dx.doi.org/10.1145/1361255.1361257