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    Investigation of students’ experiences of gendered cultures in engineering workplaces

    260439.pdf (524.8Kb)
    Access Status
    Open access
    Authors
    Male, S.
    Gardner, A.
    Figueroa, E.
    Bennett, Dawn
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Male, S. and Gardner, A. and Figueroa, E. and Bennett, D. 2018. Investigation of students’ experiences of gendered cultures in engineering workplaces. European Journal of Engineering Education. 43 (3): pp. 360-377.
    Source Title
    European Journal of Engineering Education
    DOI
    10.1080/03043797.2017.1397604
    ISSN
    0304-3797
    School
    School of Education
    Remarks

    This is an Author's Original Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 08/11/2017 available online at http://www.tandfonline.com/10.1080/03043797.2017.1397604

    URI
    http://hdl.handle.net/20.500.11937/62828
    Collection
    • Curtin Research Publications
    Abstract

    Women remain severely under-represented in engineering in Australia as in all Western countries. This limits the pool of talent, standpoints and approaches within the profession. Furthermore, this under-representation equates to restriction of the benefits of being an engineer mainly to men. Gendered workplace experiences have been found to contribute to women leaving the profession. In this study we explore students’ experiences of gendered cultures in engineering workplaces, using interviews with a purposive sample of 13 students (4 male) recruited following a previous survey. Although the overall experience of workplace learning is positive for many students, male and female engineering students reported experiences consistent with masculine cultures. Educators and employers must proactively lead improvements to the culture in engineering workplaces, prepare students for gendered workplaces and support students to reflect during and after workplace experiences. The experiences presented here could be adapted to enhance inclusivity training.

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