Gender, institutional structure and learning in an engineering college
نویسندگان
چکیده
This paper examines the implications of a college of engineering’s institutional structure for men and women engineering students. The data for this paper is drawn from a large “person-centered ethnography” (Hollan & Wellenkamp, 1993), taking place at “Large Public University (LPU)” a flagship state university in the Pacific Northwest. We argue that the timing of admission, and students’ beliefs about the process provide a lens through which women and men see their engineering peers both in school and beyond. These beliefs are not static, however and change over time, providing hope for an engineering field in which gender is not foregrounded, but rather one’s capability of doing engineering work is.
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