Dilemmas of Girls and Women in Engineering: A Study in Portugal

Autor/inn/en	Saavedra, Luísa; Araújo, Alexandra M.; Taveira, Maria do Céu; Vieira, Cristina C.
Titel	Dilemmas of Girls and Women in Engineering: A Study in Portugal
Quelle	In: Educational Review, 66 (2014) 3, S.330-344 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2013.780006
Schlagwörter	Foreign Countries; Womens Studies; Womens Education; Barriers; Interpersonal Relationship; Femininity; Masculinity; Elementary School Students; Secondary School Students; College Students; Women Faculty; Semi Structured Interviews; Identification (Psychology); Social Attitudes; Females; Gender Differences; Portugal + Suchen Sie Ihr Suchwort? Ausland; 'Women''s education'; Frauenbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Femaleness; Weiblichkeit; Männlichkeit; Sekundarschüler; Collegestudent; Frauenakademie; Weibliche Gelehrte; Social attidude; Soziale Einstellung; Weibliches Geschlecht; Geschlechterkonflikt
Abstract	The reason that girls and women withdraw from science and technology education and careers has been a universal concern in the social sciences. This study investigated how gendered constructions of identity are translated into the barriers and fears that female students and professional women experience in decision-making about their careers. We conducted interviews with 63 girls and 39 women in academic and professional engineering careers, focusing on their interpersonal relationships with boys and men in their school and occupational engineering settings, respectively. Participant discourse highlighted the difficulties women face when managing the antagonistic discourses of femininity and masculinity in a social environment in which they are frequently forced to submit to hegemonic masculinity. The consequences of women's differing discourses about the "masculine world" and the "feminine world" are discussed, and some strategies for creating more equalitarian relational environments in school and work settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10