Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations
Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations
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改变工程领域的性别现状？
DOI：
10.1002/sce.21748
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发表时间：
2022
影响因子：
4.3
通讯作者：
Doerr, Katherine
中科院分区：
文献类型：
--
作者：
Nguyen, Ursula;Russo‐Tait, Tatiane;Riegle‐Crumb, Catherine;Doerr, Katherine
在工程学士学位持有者中，年轻妇女的人数仍然不足。虽然有一个相对较大的机构，现存的研究的许多因素，削减年轻女性的兴趣，在追求工程，少有人知道高中女生谁是工程途径。因此，本研究的重点是选择一组大学前的年轻女性谁表达了浓厚的兴趣，在工程。具体来说，通过性别作为一种社会制度的理论和以前的实证研究，这种混合方法的研究探讨了这些年轻女性日常生活中的重要行为者的星座，以了解他们在追求这一性别非典型领域时得到了谁的支持以及如何支持，同时，他们受到了谁的劝阻以及如何劝阻。为此，研究人员分析了参加女工程师协会（SWE）SWENext项目的不同高中女生样本的调查和访谈数据。定量结果表明，青年妇女报告说，大多数来源，包括父母、教师和其他青年妇女都给予了高度的鼓励。然而，在不同的同龄人背景下，她们从其他年轻女性那里得到的支持要比从年轻男性那里得到的支持多得多。定性结果进一步表明，父母和教师在年轻妇女的回忆中脱颖而出的鼓励，往往是通过倡导他们参与工程活动或提供辅导支持。相比之下，工程空间的年轻人被认为特别不鼓励他们参与工程，在社会上或身体上排斥他们或拒绝给予承认。未来的研究和实践的影响进行了讨论。
Young women remain underrepresented among engineering bachelor's degree holders. While there is a relatively large body of extant research on the many factors that curtail young women's interest in pursuing engineering, less is known about high school girls who are on an engineering pathway. Therefore, this study focuses on a select group of precollege young women who express a strong interest in engineering. Specifically, informed by theories of gender as a social system and previous empirical research, this mixed‐methods study explores the constellation of significant actors within the daily lives of these young women, to understand from whom and how they are supported in pursuing this gender‐atypical field, and simultaneously, from whom and how they are discouraged. To do so, the researchers analyzed survey and interview data from a sample of diverse high school girls who participate in the Society of Women Engineers' (SWE) SWENext programme. Quantitative results indicate that young women report high levels of encouragement from most sources, including parents, teachers, and other young women. However, across various peer contexts, they receive much more support from other young women than from young men. Qualitative results further reveal that parents and teachers stand out in young women's recollections of encouragement, often through advocating their participation in engineering activities or providing mentoring support. In contrast, young men in engineering spaces were recalled as particularly discouraging of their engineering participation, by socially or physically excluding them or refusing to provide recognition. Implications for future research and practice are discussed.