Engendering Engineering: An Intellectual, Institutional, and Social History of Women's Engineering Education in the US

项目摘要SES#0217330“催生工程：美国女性工程教育的智力、机构和社会史”。艾米·比克斯，爱荷华州立大学这个项目追溯了从19世纪到80年代美国女性技术培训的历史，集中讨论了将工程学从男性定义的领域转变为目前永久但紧张的男女同校学科的力量。Bix提供了一系列案例研究，展示了大学如何接近工科男女同校，不同机构的管理人员和教职员工在不同时期如何处理吸引和融合女性的实际问题和社会问题。这部作品进一步考察了女性工程专业学生自身的历史，根据二十世纪初、第二次世界大战和冷战期间不断变化的机会和障碍来审视她们的态度和行动。最后，对近几十年来发生的事件进行了分析，讨论了女工程师协会等支助团体的作用，以及妇女如何努力在男性工程学世界中控制自己的未来。这项研究代表了科学、技术和社会的多学科方法，将工程学和职业化的历史与美国历史、教育、妇女研究和政策中的问题结合起来。到目前为止，还没有关于女性工程教育如何发展的全面报道。比克斯的工作建立在这种系统分析的基础上，解决了关于技术和性别的基本问题。这本关于女性工程教育的书有望吸引跨学术学科的广泛兴趣。对于技术历史学家来说，这项工作应该会为目前对美国工程的理解增添新的维度。它也应该为美国历史、妇女研究、社会学和教育学的学生带来浓厚的兴趣。最后，这本书应该及时吸引更广泛的读者，包括女性工程师和男性和女性工程教育工作者本身，他们已经表示有兴趣更好地了解过去的事件如何与正在进行的关于女性在工程和当今工程教育中的地位的辩论相联系。

Project AbstractSES # 0217330"Engendering Engineering: An Intellectual, Institutional, and SocialHistory of Women's Engineering Education in the U.S."Amy Bix, Iowa State UniversityThis project traces the history of technical training for women in the United States from the 1800s through 1980s, concentrating on forces which transformed engineering from a male-defined field to its current status as a permanently yet tensely co-educational discipline. Bix presents a series of case studies showing how colleges approached engineering coeducation, how administrators and faculty in different institutions atdifferent times dealt with both practical problems and social questions about attracting and integrating women. This work further examines the history of female engineering students themselves, looking at their attitudes and actions in light of changing opportunities and obstacles during the early twentieth-century, World War II, and the Cold War. Finally, analysis of events during recent decades discusses the role of support groups such as the Society of Women Engineers and the ways in which women worked to gain control over their own future in the masculine world of engineering. This research represents a multidisciplinary approach to science, technology and society, combining history of engineering and professionalization with issues in U.S. history, education, women's studies, and policy. To date, there is no comprehensive account of how women's engineering education developed. Bix's work builds toward such systematic analysis, addressing fundamental questions about technology and gender.This book on the engineering education of women promises to attract widespread interest across scholarly disciplines. For historians of technology, this work should add new dimensions to current understanding of American engineering. It should also carry significant interest for students of American history, women's studies, sociology, and education. Finally, this book should have a timely appeal to a broader audience, including female engineers and male and female engineering educators themselves, who have already expressed interest in better understanding how events of the past connect to ongoing debates about the place of women in engineering and in engineering education today.