Abstract
This paper examines the implications of a college of engineering's institutional structure for men and women engineering students. The data for this paper is drawn from a large "person-centered ethnography" (Hollan & Wellenkamp, 1993), taking place at "Large Public University (LPU)" a flagship state university in the Pacific Northwest. We argue that the timing of admission, and students' beliefs about the process provide a lens through which women and men see their engineering peers both in school and beyond. These beliefs are not static, however and change over time, providing hope for an engineering field in which gender is not foregrounded, but rather one's capability of doing engineering work is.
Original language | English (US) |
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Pages (from-to) | 265-272 |
Number of pages | 8 |
Journal | Computer-Supported Collaborative Learning Conference, CSCL |
Issue number | PART 1 |
State | Published - Dec 1 2008 |
Event | International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands Duration: Jun 23 2008 → Jun 28 2008 |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education