Show simple item record

dc.contributor.authorKnopke, Vicki
dc.contributor.editorJohn Williams
dc.date.accessioned2017-11-28T12:00:25Z
dc.date.available2017-11-28T12:00:25Z
dc.date.issued2014
dc.identifier.issn23822007
dc.identifier.doi10.15663/ajte.v1i0.13
dc.identifier.urihttp://hdl.handle.net/10072/65410
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent293898 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversity of Waikato
dc.publisher.placeNew Zealand
dc.relation.ispartofstudentpublicationY
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto10
dc.relation.ispartofedition1
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralasian Journal of Technology Education
dc.relation.ispartofvolume1
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.titleTheoretical Implications for Gender for Technology Education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/3.0/
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 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.
gro.hasfulltextFull Text
gro.griffith.authorKnopke, Vicki M.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record