Queering engineering: A critical analysis of the gendered technical/social dualism in engineering and engineering education research
Queering engineering: A critical analysis of the gendered technical/social dualism in engineering and engineering education research
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奇怪的工程：对工程和工程教育研究中性别技术/社会二元论的批判性分析
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Dan Battey
中科院分区：
文献类型：
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作者：
Luis A. Leyva;Jacob D. Massa;Dan Battey
Wendy Faulkner在她2000年的文章中首次引入了技术/社会二元论，将工程学描述为一个性别化的空间，在这个空间中，技术技能的价值高于社会能力，因此被认为是一种男性化的特征。本文借鉴了我们的同行评议的期刊文章，手册章节，并引用福克纳的文章，严格审查使用技术/社会二元论探索工程作为性别研究领域的变化参考会议记录的研究。福克纳的三层分析框架（劳动分工，符号和身份）在我们的审查中被采用，以记录在何种程度上的技术/社会二元论映射到异性恋男性/女性已经受到挑战，以进一步扩大妇女和女同性恋，男同性恋，双性恋，跨 *，酷儿/质疑，和其他（LGBTQ+）个人的参与。本文提出的审查结果的一个子集强调需要未来的民族志分析，推进福克纳的技术/社会二元论的不稳定。这使得详细描述女性和LGBTQ+个人在其性别，性和其他社会身份的多个交叉点中的即时性别工程体验。
Wendy Faulkner first introduced the technical/social dualism in her 2000 article to detail engineering as a gendered space where technical skills are valued over social competence and thus deemed a masculinized trait. This paper draws on our review of research of peer-reviewed journal articles, handbook chapters, and refereed conference proceedings that cite Faulkner’s article to critically examine the variation of using the technical/social dualism to explore engineering as a gendered field of study. Faulkner’s three-tiered analytical framework (division of labor, symbols, and identities) was adopted in our review to document the extent to which the gendered mappings of the technical/social dualism onto heterosexual masculinity/femininity have been challenged in order to further broaden participation among women and lesbian, gay, bisexual, trans*, queer/questioning, and other (LGBTQ+) individuals. A subset of findings from the review presented in this paper highlight the need for future ethnographic analyses that advance Faulkner’s destabilizing of the technical/social dualism. This allows for the detailing of in-the-moment gendered engineering experiences among women and LGBTQ+ individuals at multiple intersections of their gender, sexuality, and other social identities.