Gender and technology education: Some theoretical implications

Abstract

This paper explores issues of gender as they relate to Technology Education in recent decades. It examines the theoretical issues that have shaped gender participation and engagement in this area of learning. Since the 70's when technology started to be seen as not the exclusive preserve of males, there have been efforts to address the stereotyping of areas of learning according to gender, with technology being a prime example of an area that had been regarded as a males-only activity. However, forty plus years on female students are still engaging in school studies that were traditionally regarded as gender appropriate, as are boys. The examination is concerned particularly with post compulsory education students (typically years 11 and 12) from the point of view of the orientations of biological, socialisation and cognitive approaches. That is, how do students learn and function within Technology education and how do these factors feature in students' decisions about technology education?