Gendered learning experience of engineering and technology students

Takruri-Rizk, H ORCID: https://orcid.org/0000-0001-6677-9190, Jensen, K and Booth, KM 2008, 'Gendered learning experience of engineering and technology students' , ACM SIGCAS Computers and Society, 38 (1) , pp. 40-52.

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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.

Item Type:	Article
Themes:	Subjects outside of the University Themes
Schools:	Schools > School of Computing, Science and Engineering > Salford Innovation Research Centre
Journal or Publication Title:	ACM SIGCAS Computers and Society
Publisher:	ACM Digital Library
Refereed:	Yes
ISSN:	00952737
Depositing User:	Users 29196 not found.
Date Deposited:	06 Jan 2012 10:47
Last Modified:	15 Feb 2022 16:19
URI:	http://usir.salford.ac.uk/id/eprint/19340

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