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dc.contributor.authorMale, S.
dc.contributor.authorGardner, A.
dc.contributor.authorFigueroa, E.
dc.contributor.authorBennett, Dawn
dc.date.accessioned2018-02-01T05:25:40Z
dc.date.available2018-02-01T05:25:40Z
dc.date.created2018-02-01T04:49:20Z
dc.date.issued2018
dc.identifier.citationMale, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/62828
dc.identifier.doi10.1080/03043797.2017.1397604
dc.description.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.

dc.publisherTaylor & Francis
dc.titleInvestigation of students’ experiences of gendered cultures in engineering workplaces
dc.typeJournal Article
dcterms.source.startPage1
dcterms.source.endPage18
dcterms.source.issn0304-3797
dcterms.source.titleEuropean Journal of Engineering Education
curtin.note

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

curtin.departmentSchool of Education
curtin.accessStatusFulltext not available
dc.date.embargoEnd2018-11-08


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