“I am Not a Feminist, but. . .”: Hegemony of a Meritocratic Ideology and the Limits of Critique Among Women in Engineering
“I am Not a Feminist, but. . .”: Hegemony of a Meritocratic Ideology and the Limits of Critique Among Women in Engineering
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“我不是女权主义者，但是……”：精英意识形态的霸权和女性在工程领域的批评的局限性。
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Brian Rubineau
中科院分区：
文献类型：
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作者：
C. Seron;S. Silbey;E. Cech;Brian Rubineau
工程通常被描述为男性文化的持久堡垒，女性在其中经历边缘化。作者利用四所大学工程系本科生的日记，探讨了女性对自己在这一行业中地位的解释。作者的研究结果表明，妇女认识到自己的边缘化，对自己的经历提出了明确而强烈的批评。但这些批评仍然是孤立和沉默的;它们既没有合并成更广泛的组织或机构对工程的批评，也没有合并成要求变革的呼声。相反，他们的批评是通过工程文化的两个核心价值观来解释的：精英统治和个人主义。尽管他们的直接经验与性别歧视，受访者通常拥抱这些价值观作为意识形态的理由，现有的分配的地位和奖励的工程，并来查看工程的非精英制度的精英。精英统治的毋庸置疑的假设及其对批评的无声影响的不可见性，不像霸权的男性主义这些妇女自豪地庆祝她们的女性主义，而是精英统治意识形态的霸权。作者的结论是，工程教育成功地把潜在的批评家变成了文化再生产的代理人。这篇文章有助于正在进行的辩论，在干专业的多样性，显示专业文化如何有助于更一般的模式的令牌行为，从而确定文化复制机制，阻碍制度变革。
Engineering is often described as an enduring bastion of masculine culture where women experience marginality. Using diaries from undergraduate engineering students at four universities, the authors explore women’s interpretations of their status within the profession. The authors’ findings show that women recognize their marginality, providing clear and strong criticisms of their experiences. But these criticisms remain isolated and muted; they coalesce neither into broader organizational or institutional criticisms of engineering, nor into calls for change. Instead, their criticisms are interpreted through two values central to engineering culture: meritocracy and individualism. Despite their direct experiences with sexism, respondents typically embrace these values as ideological justifications of the existing distributions of status and reward in engineering and come to view engineering’s nonmeritocratic system as meritocratic. The unquestioned presumption of meritocracy and the invisibility of its muting effects on critiques resembles not hegemonic masculinity—for these women proudly celebrate their femininity—but a hegemony of meritocratic ideology. The authors conclude that engineering education successfully turns potential critics into agents of cultural reproduction. This article contributes to ongoing debates concerning diversity in STEM professions by showing how professional culture can contribute to more general patterns of token behavior—thus identifying mechanisms of cultural reproduction that thwart institutional change.