Feminism and engineering

Lord, Susan M.; Cashman, Eileen; Eschenbach, Elizabeth A.; Waller, A.A.

doi:10.1109/fie.2005.1612157

Cited by 13 publications

(5 citation statements)

References 6 publications

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“…Others outside of engineering education have encouraged engineering to incorporate this approach [1] [5] however, most engineering educators are not aware of feminist pedagogy. This paper, along with others [6] [7] further develop ideas presented in the FIE 2004 Special Session: Feminist Frontiers [8], which received the Helen Plants Award for the most innovative session. The focus of this paper is to provide a framework with corresponding examples for implementing feminist pedagogy into engineering curricula.…”

Section: Introductionmentioning

confidence: 74%

Incorporating feminist pedagogy into the engineering learning experience

Eschenbach

Cashman²,

Waller³

et al. 2005

Proceedings Frontiers in Education 35th Annual Conference

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A framework is presented for implementing feminist pedagogy along with demonstrative examples from engineering curricula.The framework for incorporating the values of feminism into the learning experience focuses on three aspects: 1) learning management strategies, 2) assessment and evaluation strategies and 3) strategies for critiquing existing power structures and the engineering process. Feminist pedagogy strategies suggested by others include cooperative learning, providing students a voice in classroom management decisions, structuring student interactions to facilitate all students' participation, having students participate in designing evaluation rubrics and assigning projects that require more than technical skills. A unique feature which feminist pedagogy offers to engineering education is the critique of power structures in relation to the engineering process. For example, the following questions can be addressed: How are engineering processes influenced by the historical frameworks of their development? How are decisions made? Who makes decisions? Who benefits from the decisions? What values do they reflect?

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Section: Introductionmentioning

confidence: 74%

Incorporating feminist pedagogy into the engineering learning experience

Eschenbach

Cashman²,

Waller³

et al. 2005

Proceedings Frontiers in Education 35th Annual Conference

Self Cite

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“…Unreasonable representations of feminism may be more prevalent in masculinized contexts like engineering courses-where gendered stereotypes, norms, and rules are operationalized (Subramaniam et al, 1998). It is therefore essential that those teaching in these fields place special emphasis on discussing feminist theories (Lord et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Some women respond to this representation by learning to play their part, separating professional and personal lives and values (Subramaniam et al, 1998). Likewise, feminist academics who aim to practice feminist pedagogy in engineering degrees report that they face numerous challenges such as: critiquing the engineering process itself, including who and what is studied; confronting sexism; not fitting in; following a non-traditional path; and experiencing confusion or difficulty in balancing choices (Lord et al, 2005).…”

Section: Young People's Engagement and Identification With Feminismmentioning

confidence: 99%

Comparing social representations of feminism among education and engineering majors: Insights for developing feminist pedagogies

Rotaeche

Mondragón

Jaureguizar

2022

Feminism & Psychology

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The present study uses Social Representation Theory to explore students’ representations of feminism with a view to informing principles for developing feminist pedagogies that can help foster egalitarian values among college students. The aim is to identify how Spanish students (n = 366) represent feminism and how these representations are shaped by participants’ gender, identification with feminism, or by studying feminized or masculinized disciplines. Students from Education ( n = 192), a feminized qualification, and Engineering ( n = 174), a masculinized qualification, completed a free association task using the Grid Elaboration Method to collect representations of feminism. A lexical analysis was conducted using the Reinert method. The results showed that a positive representation of feminism was the broadest (75.8%), with feminist-identified students defining feminism as a struggle for freedom. Feminist women emphasized the importance of achieving equality, and education students emphasized the importance of education in the process of women's empowerment. In contrast, 24.2% represented feminism negatively, as an extreme movement, especially engineering, non-feminist, and male students. These findings suggest that efforts aimed at developing feminist principles among students consider not only gender and feminist identification but also the context of feminized or masculinized disciplines as key spaces of gendered socialization. The study was carried out in the Basque country, Spain.

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“…Similar to the concept of retirement, Hepburn (2003) explains that there is no single agreed-upon definition of feminism. However, for the purposes of this research I will be referring to the insightful definition put forward by Lord, Cashman, Eschenbach and Waller (2005) who suggest that feminism serves to "end sexism, racism, classism, heterosexism, ablism, ageism, and all of the other oppressions" (p. 15).…”

Section: A17 a Feminist Perspectivementioning

confidence: 99%