Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods
Year: 2005
Type: article
Abstract: Prominent U.S. economists and educational leaders have argued that citizens must become technologically literate to maintain economic growth (Bybee, 2003; Colaianne, 2000; Greenspan, 1997). All students of both genders need to acquire the skills necessary to become consumers capable of critically assessing the technologies they use, resulting in the ability to make more informed decisions. One of the key problems confronting educators in the SMET disciplines (science, mathematics, engineering, and technology) is the disproportionate lack of involvement of females. Females’ lack of participation has been attributed to curriculum content that is biased toward males’ interests (Sanders, Koch, & Urso, 1997). Others (Shroyer, Backe & Powell, 1995) attribute females’ lack of interest to pedagogical approaches rather than to the inherent nature of the subject. One significant challenge is culturally-grounded gender stereotyping, which has a substantial influence on children’s self-concepts (Witts, 1997). In a variety of ways, the media, peers, and adults communicate and reinforce gender-based stereotypes (Martin, Eisenbud, & Rose, 1995). For example, toys have a powerful influence on what children perceive as appropriate for boys and girls. Toys designed for boys tend to be highly manipulative or electronic whereas girls’ toys are less likely to be manipulative or have interchangeable parts (Caleb, 2000; Sanders 1997). Girls’ toys also tend to feature interpersonal interaction, such as dolls, which encourage the development of social skills and relationships (Caleb, 2000). Sanders, Koch, and Urso (1997) assert that girls who are not exposed to toys that encourage scientific, mathematical or technological thinking are less likely to develop an interest in related subject areas at school. In a study of the interest patterns of middle school students, Shroyer, Backe, & Powell (1995) found that socially relevant topics were more appealing ______________________
Source: Journal of Technology Education
Authors: Katherine Weber, Rodney Custer
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2180594716