liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences. Örebro Universitet.ORCID iD: 0000-0002-7374-9659
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.ORCID iD: 0000-0001-5721-7719
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-0829-3349
2024 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 34, no 2, p. 647-671Article in journal (Refereed) Published
Abstract [en]

Bringing more girls and women into science, technology, engineering and mathematics, STEM, is often highlighted as an aim in education and industry. A constantly growing body of research on engagement is driven by equity concerns caused by the unbalanced gender distribution in STEM. In this study, Swedish teenage girls on a three-day technol- ogy camp are in focus. The camp was an initiative with three goals: “Get girls interested, keep girls interested and provide knowledge about futures within technology professions”. We explored the participating girls’ technological activities and conceptions of technology at the camp. Data collection was conducted through participant observations and a focus group interview. Data were analysed using thematic analysis and a gender theoretical framework. Results show the camp presented uncertain notions of what technology can be, and traditionally male-oriented domains were “girlified”. However, girlified activities might not have been constructive in this context since the girls expressed interest in technology before the camp and showed few signs of gendering technology – they liked all kinds of technology. Girlified technology can, at its worst, give a false image of the future industrial work life that the camp organiser aimed to inspire. Despite this, the camp activities were still meaningful and relevant to the girls. The camp created opportunities for the girls to develop their sense of being technical and a feeling of belonging. Implications for technology classroom settings and future camps are to value practical work and improvisational design without leaving the teaching unreflected. This could be a way of engaging and familiarising girls with the multifaceted world of technology without girlifying it. In addition, a broad conception of technology could make gender codes less relevant and open new opportunities. 

Place, publisher, year, edition, pages
Springer Nature, 2024. Vol. 34, no 2, p. 647-671
Keywords [en]
Technology Education, Technology Camp, Gender and Technology, STEM, Girls Interest In Technology, All-Girl Activity
National Category
Educational Sciences Gender Studies
Identifiers
URN: urn:nbn:se:liu:diva-197643DOI: 10.1007/s10798-023-09831-zISI: 001171383700003OAI: oai:DiVA.org:liu-197643DiVA, id: diva2:1794448
Funder
Linköpings universitet
Note

Funding: Linköping University

Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2024-04-11Bibliographically approved
In thesis
1. In whose eyes am I technical?: Exploring the ‘problem’ of the (non)technical girl
Open this publication in new window or tab >>In whose eyes am I technical?: Exploring the ‘problem’ of the (non)technical girl
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
I vems ögon är jag teknisk? : En studie om ”problemet” med den teknik(o)intresserade flickan
Abstract [en]

In Sweden, girls’ non-interest in technology education and technological careers has been a topic of focus for many years, both in general and in politics, and it has influenced how the subject has been taught in schools. The thesis aims to critically examine the ‘problem’ of the (non)technical girl. This is done through four different studies. The first explores girls’ (age 10-17) engagement and interest in technology, according to international scientific literature (Study I). It is followed by studies of girls’ (age 9-14) activities, self-image and performativity in technology education, both in and out of school (Studies II, III). Lastly, the theory and empirical findings on gender, technology, and the technical girl and their implications for technology and STEM education from the first three studies were applied in Study IV. The thesis uses a theoretical framework based on concepts from the philosophy of technology and gender theory, primarily the three gender levels: the symbolic, the structural, and the individual. Data collection includes participant observation and focus group interviews with girls who have participated in technology education and camp activities, and data analysis is carried out using thematic analysis and qualitative content analysis. The findings from the first study confirm the general pattern of girls’ lesser interest in technology and call for the need to add a gender perspective. In contrast, studies II and III highlight the complex inter-action between girls’ activities and self-image in technology. Although girls in study II con-firm prevailing gender norms around technology, the results also show ambiguity and resistance to stereotypes, primarily when they work together and engage in their tasks in technology. Study III shows ambivalence about the “girlification” of technology to suit girls, and emphasises that girls’ interest in technology extends beyond gendered activities. Study IV reveals implications for technology and STEM education, pointing to potential gender pit-falls and stereotypical responses. The discussion contributes new insights into girls’ perceptions of themselves as technical. It advocates for a gender perspective in technology education research to uncover social barriers hindering girls from embracing their technical abilities. The emphasis lies in questioning established ‘problems,’ challenging gender norms, promoting inclusivity, and recognising diverse interests and skills in technology. 

Abstract [sv]

I Sverige har flickors ointresse för teknikutbildning och tekniska karriärer varit ett fokusområde under många år, både i allmänhet och inom politiken, och det har påverkat hur ämnet har undervisats i skolorna. Avhandlingen syftar till att kritiskt granska "problemet" med den teknik(o)intresserade flickan. Detta görs genom fyra olika studier. Den första undersöker hur flickors (ålder 10-17) engagemang och intresse för teknik och teknikutbildning ser ut enligt internationella studier (Studie I). Därefter undersöks flickors (ålder 9-14) aktiviteter, självbild och performativitet i teknikutbildning både inom och utanför skolan (Studie II, III). Studie IV är en didaktisk tillämpning av teori och empiri om genus, teknik och den tekniska flickan från de tre första studierna. Avhandlingen använder ett teoretiskt ramverk baserat på begrepp från teknikfilosofi och genusteori, framförallt de tre genusnivåerna: den symboliska, den strukturella och den individuella. Datainsamlingen omfattar deltagande observationer och fokusgruppintervjuer med flickor som deltagit i teknikundervisning och lägeraktiviteter, och analysen genomförs med tematisk analys och kvalitativ innehållsanalys. Resultaten från studie I bekräftar det generella mönstret av flickors minskade intresse för teknik och efterlyser ett genusperspektiv. Studie II och III belyser däremot den komplexa interaktionen mellan flickors aktiviteter och självbild inom teknikområdet. Trots att flickor i studie II bekräftar rådande könsnormer kring teknik, visar resultaten även på en tvetydighet och motstånd mot stereotyper, särskilt när de arbetar tillsammans och förfogar över sitt teknikarbete. Studie III visar på ambivalens kring ”tjejifiering” av teknik och betonar att flickors intresse för teknik sträcker sig bortom könsbestämda aktiviteter. Studie IV visar på implikationer för teknik- och STEM-utbildning, och pekar på potentiella könsrelaterade fall-gropar och stereotypa svar.  Diskussionen bidrar med nya insikter om flickors uppfattning om sig själva som tekniska. Där förespråkas värdet av genusperspektiv i forskning om teknikutbildning för att blotta sådant som hindrar flickor från att omfamna sina tekniska förmågor. Tonvikten ligger dock på att ifrågasätta etablerade "problem", utmana könsnormer, främja inkludering och erkänna olika intressen och färdigheter inom teknik.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2024. p. 154
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 125
Keywords
Technology education, Girls’ interest in technology, Gender, Technical, STEM, Teknikdidaktik, Flickors teknikintresse, Genus, Teknisk, STEM
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:liu:diva-201403 (URN)10.3384/9789180755979 (DOI)9789180755962 (ISBN)9789180755979 (ISBN)
Public defence
2024-04-05, K1, Kåkenhus, Campus Norrköping, Norrköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2024-03-07 Created: 2024-03-07 Last updated: 2024-03-07Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records

Sultan, UlrikaAxell, CeciliaHallström, Jonas

Search in DiVA

By author/editor
Sultan, UlrikaAxell, CeciliaHallström, Jonas
By organisation
Division of Learning, Aesthetics, Natural ScienceFaculty of Educational Sciences
In the same journal
International journal of technology and design education
Educational SciencesGender Studies

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 35 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf