Investigation of students’ experiences of gendered cultures in engineering workplaces

Male, SA; Gardner, A; Figueroa, E; Bennett, D

Investigation of students’ experiences of gendered cultures in engineering workplaces

Male, SA

Gardner, A

Figueroa, E Bennett, D

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Publication Type:: Journal Article
Citation:: European Journal of Engineering Education, 2018, 43 (3), pp. 360 - 377
Issue Date:: 2018-05-04

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Field	Value	Language
dc.contributor.author	Male, SA https://orcid.org/0000-0001-9852-3077	en_US
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X	en_US
dc.contributor.author	Figueroa, E	en_US
dc.contributor.author	Bennett, D	en_US
dc.date.available	2017-10-07	en_US
dc.date.issued	2018-05-04	en_US
dc.identifier.citation	European Journal of Engineering Education, 2018, 43 (3), pp. 360 - 377	en_US
dc.identifier.issn	0304-3797	en_US
dc.identifier.uri	http://hdl.handle.net/10453/132078
dc.description.abstract	© 2017 SEFI. Women remain severely under-represented in engineering in Australia as in all Western countries. This limits the pool of talent, standpoints and approaches within the profession. Furthermore, this under-representation equates to restriction of the benefits of being an engineer mainly to men. Gendered workplace experiences have been found to contribute to women leaving the profession. In this study we explore students’ experiences of gendered cultures in engineering workplaces, using interviews with a purposive sample of 13 students (4 male) recruited following a previous survey. Although the overall experience of workplace learning is positive for many students, male and female engineering students reported experiences consistent with masculine cultures. Educators and employers must proactively lead improvements to the culture in engineering workplaces, prepare students for gendered workplaces and support students to reflect during and after workplace experiences. The experiences presented here could be adapted to enhance inclusivity training.	en_US
dc.relation.ispartof	European Journal of Engineering Education	en_US
dc.relation.isbasedon	10.1080/03043797.2017.1397604	en_US
dc.title	Investigation of students’ experiences of gendered cultures in engineering workplaces	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	43	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	09 Engineering	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

© 2017 SEFI. Women remain severely under-represented in engineering in Australia as in all Western countries. This limits the pool of talent, standpoints and approaches within the profession. Furthermore, this under-representation equates to restriction of the benefits of being an engineer mainly to men. Gendered workplace experiences have been found to contribute to women leaving the profession. In this study we explore students’ experiences of gendered cultures in engineering workplaces, using interviews with a purposive sample of 13 students (4 male) recruited following a previous survey. Although the overall experience of workplace learning is positive for many students, male and female engineering students reported experiences consistent with masculine cultures. Educators and employers must proactively lead improvements to the culture in engineering workplaces, prepare students for gendered workplaces and support students to reflect during and after workplace experiences. The experiences presented here could be adapted to enhance inclusivity training.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/132078