When Research Challenges Gender Stereotypes: Exploring Narratives of Girls’ Educational Choices

Løken, Marianne

doi:10.1007/978-94-007-7793-4_17

Cited by 5 publications

(3 citation statements)

References 27 publications

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“…Dette gjenspeiles visuelt i rekrutteringskampanjer, i retorikken som brukes i informasjonsmateriell, så vel som i det utdanningspolitiske feltet og i undervisningen. Valg av utdanning som et interessevalg er med andre ord en del av diskursen om utdanningsvalg, og kan sies å danne et dominerende narrativ (Sinnes & Løken, 2012;Løken, 2015). Videre viser forskning på rekruttering til realfagene at interesser, valg og deltakelse i realfag henger tett sammen med identitetsarbeid (Holmegaard, Ulriksen & Madsen, 2014;Hazari, Sonnert, Sadler & Shanahan, 2010;Schreiner & Sjøberg, 2007).…”

Section: Innledningunclassified

“…I litteraturen om utdanningsvalg finnes det forskningsresultater som antyder at jenter føler seg fremmedgjorte i møte med realfag, men også at dette er forestillinger som kan utfordres (Løken, 2015). Løken (2015) viser blant annet hvordan kjente forestillinger om jenter/i og realfag kan utfordres av jenter som velger atypisk.…”

Section: Fire Beretninger Om Utdanningsvalg Som Kjønnede Og Materiellunclassified

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Material practices and experiences "kick back". A socio-material analysis of gendered educational choice

Løken

Sørensen

2018

NorDiNa

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The article examines gender and recruitment for mathematics and science through a close reading of four women’s stories about choosing a mathematics and science education, retrieved from a more comprehensive study of educational choice. Personal interest for the subject is an established understanding of what influence the educational choice. Strategies and campaigns for recruiting women for mathematics and science have thus been geared to awaken precisely women’s interest as women In this article, we move away from an understanding of gender as a background variable to explain "interest in mathematics and science", and instead show how educational choice can be understood as socio-material practices. In the interaction between human and material actors there is also bodily experiences, something which gives gender active significance (agency). Thus, the article contributes to an extended understanding of the components that are included in educational choice and how these components relate to one another, which in turn provides new opportunities for understanding how educational choices can beaffected through material experiences and practices.

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Section: Innledningunclassified

Section: Fire Beretninger Om Utdanningsvalg Som Kjønnede Og Materiellunclassified

Material practices and experiences "kick back". A socio-material analysis of gendered educational choice

Løken

Sørensen

2018

NorDiNa

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“…While there are some notable exceptions [17,3,12], participation statistics have not in general shown the hoped-for improvement. More recent work has started to move away from a simplistic (and potentially stereotypereinforcing) consideration of gender differences to focus on more general identity-related factors [14,6] and the broader concern of CS cultural identity and how diversity can be better supported [7]. Identity-based research has been widely used to provide a deeper understanding of education, in particular, for STEM subjects [13,15].…”

Section: Introductionmentioning

confidence: 99%

Exploring societal factors affecting the experience and engagement of first year female computer science undergraduates

Sinclair

Kalvala

2015

Proceedings of the 15th Koli Calling Conference on Computing Education Research

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Despite computer science (CS) having many women associated with it historically, such as Ada Lovelace and Grace Hopper, the proportion of female students completing computing degrees is steadily declining, particularly in the USA, UK, and several other Western countries. Many initiatives have been attempted to address this gender imbalance, but the majority have proved to be ineffectual and difficult to sustain in the long term. One important step in the notorious shrinking participation pipeline for CS is the first year of a university degree. The transition from school to university can be a difficult time for many students and, for females in CS, issues of readjusting expectations and of developing their identity within a predominantly male cohort may present an additional challenge.In this paper, we analyse data from the North American National Survey of Student Engagement (NSSE) and discuss gender-distinct perceptions of the discipline and factors relating to retention of students, particularly female students, within the context of a small UK survey of first-year students' expectations at the start of their studies. We suggest several areas emerging from the investigation which have implications for CS curricula and teaching practice.

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“Significant Matter” in Sociomaterial Analysis of Educational Choices

Løken

Serder

2020

Cultural Studies of Science Education

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When Research Challenges Gender Stereotypes: Exploring Narratives of Girls’ Educational Choices

Cited by 5 publications

References 27 publications

Material practices and experiences "kick back". A socio-material analysis of gendered educational choice

Material practices and experiences "kick back". A socio-material analysis of gendered educational choice

Exploring societal factors affecting the experience and engagement of first year female computer science undergraduates

“Significant Matter” in Sociomaterial Analysis of Educational Choices

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