In Search of the New Engineer: Gender, Age, and Social Class in Information about Engineering Education

Autor/inn/en	Berge, Maria; Silfver, Eva; Danielsson, Anna
Titel	In Search of the New Engineer: Gender, Age, and Social Class in Information about Engineering Education
Quelle	In: European Journal of Engineering Education, 44 (2019) 5, S.650-665 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berge, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1523133
Schlagwörter	Engineering Education; Technical Occupations; Foreign Countries; Web Sites; Age; Sex; Social Class; Stereotypes; Neoliberalism; Student Diversity; Student Recruitment; Publicity; Professional Identity; Bachelors Degrees; Masters Degrees; Vocational Schools; Research Universities; Sustainability; Technological Advancement; Student Characteristics; Sweden + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Technical occupation; Technischer Beruf; Ausland; Web-Design; Alter; Lebensalter; Geschlecht; Geschlechtsverkehr; Social classes; Soziale Klasse; Klischee; Neo-liberalism; Neoliberalismus; 'Bachelor''s degrees'; Bachelor-Studiengang; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Forschungseinrichtung; Nachhaltigkeit; Technological development; Technologische Entwicklung; Schweden
Abstract	It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities' websites, focusing on what characteristics are brought to the fore as important for tomorrow's engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning 'technological progression', 'sustainability', and 'neoliberal ideals', evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities' efforts to diversify students' participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01