Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices

Sally Male; Melissa Marinelli; Lee-Von Kim

Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices

Sally Male, Melissa Marinelli, Lee-Von Kim

Electrical, Electronic and Computer Engineering

Research output: Chapter in Book/Conference paper › Conference paper › peer-review

1 Citation (Scopus)

Abstract

This paper presents the initial stages of a research project aimed at enhancing gender inclusivity in engineering and science classes. Using a dual approach of 'studying up' and 'studying down' baseline data of students' experiences and perceptions and practices of teaching staff relating to gender inclusion in teamwork was established. Four elements of teamwork in which educators can influence the inclusion of student teamwork: Team formation, team roles, team facilitation and student experiences, and assessment and evaluation, identified by Beddoes & Panther (2017, 2018), provide a framework for data collection and analysis. Student experiences were collected through survey and focus group discussion. Semi-structured interviews explored teaching staff perspectives. Analysis highlights an incongruity between students' gendered experience of team work and staff perceptions. The findings contribute to the understanding of gendered dynamics with engineering and science classes.

Original language	English
Title of host publication	Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections
Editors	Bruce Kloot
Place of Publication	South Africa
Publisher	Research in Engineering Education Network
Pages	292-301
Number of pages	10
ISBN (Electronic)	9780799226003
Publication status	Published - 2019
Event	8th Research in Engineering Education Symposium 2019 - Cape Town, South Africa Duration: 10 Jul 2019 → 12 Jul 2019

Publication series

Name	Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections

Conference

Conference	8th Research in Engineering Education Symposium 2019
Country/Territory	South Africa
City	Cape Town
Period	10/07/19 → 12/07/19

Access to Document

https://drive.google.com/drive/folders/1Wvjh2RD_fOTl7pnOxzm-I6kMYqktM4jx

Cite this

Male, S., Marinelli, M., & Kim, L-V. (2019). Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices. In B. Kloot (Ed.), Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections (pp. 292-301). (Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections). Research in Engineering Education Network. https://drive.google.com/drive/folders/1Wvjh2RD_fOTl7pnOxzm-I6kMYqktM4jx

Male, Sally ; Marinelli, Melissa ; Kim, Lee-Von. / Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices. Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections. editor / Bruce Kloot. South Africa : Research in Engineering Education Network, 2019. pp. 292-301 (Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections).

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title = "Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices",

abstract = "This paper presents the initial stages of a research project aimed at enhancing gender inclusivity in engineering and science classes. Using a dual approach of 'studying up' and 'studying down' baseline data of students' experiences and perceptions and practices of teaching staff relating to gender inclusion in teamwork was established. Four elements of teamwork in which educators can influence the inclusion of student teamwork: Team formation, team roles, team facilitation and student experiences, and assessment and evaluation, identified by Beddoes & Panther (2017, 2018), provide a framework for data collection and analysis. Student experiences were collected through survey and focus group discussion. Semi-structured interviews explored teaching staff perspectives. Analysis highlights an incongruity between students' gendered experience of team work and staff perceptions. The findings contribute to the understanding of gendered dynamics with engineering and science classes.",

keywords = "gender, engineering education, Teamwork",

author = "Sally Male and Melissa Marinelli and Lee-Von Kim",

year = "2019",

language = "English",

series = "Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections",

publisher = "Research in Engineering Education Network",

pages = "292--301",

editor = "Bruce Kloot",

booktitle = "Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections",

note = "8th Research in Engineering Education Symposium 2019 ; Conference date: 10-07-2019 Through 12-07-2019",

}

Male, S, Marinelli, M & Kim, L-V 2019, Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices. in B Kloot (ed.), Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections. Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections, Research in Engineering Education Network, South Africa, pp. 292-301, 8th Research in Engineering Education Symposium 2019, Cape Town, South Africa, 10/07/19. <https://drive.google.com/drive/folders/1Wvjh2RD_fOTl7pnOxzm-I6kMYqktM4jx>

Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices. / Male, Sally; Marinelli, Melissa; Kim, Lee-Von.
Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections. ed. / Bruce Kloot. South Africa: Research in Engineering Education Network, 2019. p. 292-301 (Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections).

Research output: Chapter in Book/Conference paper › Conference paper › peer-review

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AB - This paper presents the initial stages of a research project aimed at enhancing gender inclusivity in engineering and science classes. Using a dual approach of 'studying up' and 'studying down' baseline data of students' experiences and perceptions and practices of teaching staff relating to gender inclusion in teamwork was established. Four elements of teamwork in which educators can influence the inclusion of student teamwork: Team formation, team roles, team facilitation and student experiences, and assessment and evaluation, identified by Beddoes & Panther (2017, 2018), provide a framework for data collection and analysis. Student experiences were collected through survey and focus group discussion. Semi-structured interviews explored teaching staff perspectives. Analysis highlights an incongruity between students' gendered experience of team work and staff perceptions. The findings contribute to the understanding of gendered dynamics with engineering and science classes.

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Male S, Marinelli M, Kim L-V. Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices. In Kloot B, editor, Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections. South Africa: Research in Engineering Education Network. 2019. p. 292-301. (Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections).

Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices

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Creating Inclusive Engineering and Science Classes

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