Gender, institutional structure and learning in an engineering college

Lari Garrison; Reed Stevens; Andrew Jocuns

Gender, institutional structure and learning in an engineering college

Lari Garrison, Reed Stevens, Andrew Jocuns

School of Education and Social Policy

Research output: Contribution to journal › Conference article › peer-review

3 Scopus citations

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)
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

Cite this

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AB - 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.

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Gender, institutional structure and learning in an engineering college

Abstract

ASJC Scopus subject areas

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