Theoretical Implications for Gender for Technology Education
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This paper explores issues of gender as they relate to secondary school technology education in recent decades. It examines the theoretical issues that have shaped gender participation and engagement in this area of learning over time and concludes with recommendations for Australasian educators. Since the 1970s, 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 has often been regarded as a maleonly activity. However, more than forty years later, female students are still engaging in school studies that were traditionally regarded as gender specific, as are boys. This examination is concerned particularly with post-compulsory students. These are students in Years 10, 11 and 12 and those ready to make the transition from school to other learning and work pathways. Three orientations - the biological, socialisation, and cognitive/ ecological approaches - are examined with respect to students in technology education classes. Key Words: Gender, technology education, values, ecology.
Australasian Journal of Technology Education
Copyright remains with the authors 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Science, Technology and Engineering Curriculum and Pedagogy