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  • 1.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Estetiska lärprocesser2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, p. 26-38Chapter in book (Other academic)
  • 2.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    NO och teknik på lekfulla villkor2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, p. 15-25Chapter in book (Other academic)
  • 3.
    Löfgren, Johanna
    et al.
    Umeå University, Umeå, Sweden.
    Adawi, Tom
    Chalmers University of Technology, Gothenburg, Sweden.
    Berge, Maria
    Umeå universitet, Umeå, Sweden.
    Huff, James
    Harding University, Searcy, USA.
    Murzi, Homero
    Virginia Polytechnic Institute and State University, Blacksburg, USA.
    Direito, Inês
    University College, London, UK.
    Tormey, Roland
    Fédérale de Lausanne, Lausanne, Switzerland.
    Sultan, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Emotions in engineering education: Towards a research agenda2020Conference paper (Refereed)
    Abstract [en]

    This Work-in-Progress research paper describes preliminary work on a research agenda for emotions in engineering education. Emotions play an important role for teaching and learning in engineering education, but research on the topic is scarce. To spur research in this area, the authors participate in an international collaboration that aims to map existing research, identify questions that are under-researched, and outline important questions for future research on emotions in engineering education. In this paper, we describe preliminary work that has been done in preparation of an international symposium during which a first draft of the research agenda on emotions in engineering education will be developed. At FIE 2020, we will present both this preparatory work and the agenda itself.

  • 4.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Flickors teknikintresse i fokus2018In: Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö / [ed] Karin Stolpe, Gunnar Höst, Jonas Hallström, Linköping: Linköping University Electronic Press, 2018, p. 31-40Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel belyser de möjligheter som arbete utifrån ett genusperspektiv i teknikundervisningen kan skapa. Det kan handla om att i teknikundervisningen utmana föreställningar om vem som får vara den som är teknisk, att lyfta fram synsätt, beteenden, egenskaper, produkter, yrken och kunskaper som anses som lämpliga för kvinnor och/eller män och utforska dessa. Genom att som lärare stödja sig på studier om bland annat vad teknik kan vara för elever, flickors teknikande, betydelsen av lärarens kompetens och hur könsidentiteter skapas och formas kan fler elever få möjligheter att bibehålla sina teknikintressen genom skolåren. Att vara medveten om hur teknikintresse kan gestaltas på olika sätt skapar möjligheter till att skapa teknikundervisning som är intressant, roligt och viktig för alla elever. I jämförelse med pojkar självskattar sig flickor ofta som mer negativa till grundskolans teknikämne. Möjliga orsaker till denna negativa inställning till teknikämnet lyfts fram och några tankar om åtgärder för att vända det negativa till något positivt diskuteras. Kapitlets huvudsakliga fokus ligger på flick- ors teknikintresse och det återkommer genom hela kapitlet. 

    Download full text (pdf)
    Flickors teknikintresse i fokus
  • 5.
    Sultan, Ulrika
    School of Science and Technology, Örebro University, Örebro, Sweden.
    Gendering the curriculum2022In: Debates in Design and Technology Education / [ed] Alison Hardy, New York: Routledge , 2022, 2, p. 134-148Chapter in book (Other academic)
    Abstract [en]

    Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology. Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What’s so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology?  With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or master’s-level study.

  • 6.
    Sultan, Ulrika
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Girls' technological knowledge2023In: The 40th International Pupils’ Attitudes Towards Technology Conference: Proceedings 2023, 1(October), 2023Conference paper (Refereed)
    Abstract [en]

    This study investigates technological knowledge among 13-14-year-old girls at a technology-focused summer camp using a Science and Technology Studies (STS) lens. As they are already interested in technology, they attend the camp out of genuine interest instead of ones to become interested. The girls' expressions of technological knowledge are aligned with societal norms associating technology with hands-on engagement and activities, solidifying their self as belonging in technology. While the camp introduced certain gendered assumptions through "girlified" tasks, the girls wished to transcend these stereotypical activities. They wanted to broaden their technological interests beyond the confines of gendered expectations. Actor networks and external recognition influence their technological knowledge, often motivating their engagement in technology. During an interview, the girls voiced dissatisfaction with existing technology education, mentioning uninspiring teaching methods, outdated materials, and a focus on theory. The girls were critical of the technology education they encountered and emphasised the value of practical learning and a longing for real-life applicable skills. Despite some finding technology classes engaging, low self-confidence in comparison to boys emerged, possibly due to teacher expectations. Their inclination towards practical experiences highlights the importance of a well-rounded learning approach. Implications for school technology education curricula underscore the significance of blending theory with practical application to keep technical girls engaged. By embracing girls' perspectives, educators can craft initiatives that resonate with their interests, rejecting the need for gender-specific content. These insights challenge the stereotype that technical knowledge is gender-bound, recognising that girls' genuine interest is an asset.

  • 7. Order onlineBuy this publication >>
    Sultan, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    In whose eyes am I technical?: Exploring the ‘problem’ of the (non)technical girl2024Doctoral thesis, comprehensive summary (Other academic)
    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. 

    List of papers
    1. Girls’ engagement with technology education: A scoping review of the literature
    Open this publication in new window or tab >>Girls’ engagement with technology education: A scoping review of the literature
    2019 (English)In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 24, no 2, p. 20-41Article in journal (Refereed) Published
    Abstract [en]

    The aim of this study is to review internationally published scientific literature on the subject of girls’ engagement in technology education, in order to identify the most common descriptions of girls’ engagement with technology education, girls’ technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology- or STEM-oriented occupa-tion. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girls’ activities mostly describe a neutral, or male kind of “nuts and bolts” technology. As regards girls’ relationship to tech-nology, there is potential for improving female engagement using apparently simple means; for ex-ample, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girls’ lower interest in technolo-gy education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer

    Place, publisher, year, edition, pages
    Wellesbourne, United Kingdom: The Design and Technology Association, 2019
    Keywords
    girls’ engagement, gender, technology, technology education, scoping review
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-158513 (URN)
    Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2024-03-07Bibliographically approved
    2. Technical or not? Investigating the self-image of girls aged 9 to 12 when participating in primary technology education
    Open this publication in new window or tab >>Technical or not? Investigating the self-image of girls aged 9 to 12 when participating in primary technology education
    2020 (English)In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 25, no 2, p. 175-191Article in journal (Refereed) Published
    Abstract [en]

    Variance in interest and engagement by gender is a complex and long-standing research agenda in the field of technology education. Studies report that girls are more reluctant to participate in technology education, less interested in the subject and more negative towards technology than boys. It is argued that specific attitudes and roles hinder girls from engaging in technology education because technology is presented as a predominantly male domain, which fuels ideas about what technological agency is as well as whose interest in technology and what kind of technology are regarded as legitimate. There is, however, the potential to improve female engagement if we can gain knowledge about what girls do during lessons and how they think about themselves when learning technology. Therefore, the aim of this study is to examine the self-image of girls aged 9 to 12 when participating in primary technology education, by using Harding’s (1986) three gender levels: the symbolic, the structural and the individual. The methods used for this study were participant observations during technology classes followed by a focus group interview. From the perspective of Harding’s three levels of gender, the analysis of the observations and the focus group interview reveals that girls confirm the prevailing male norms and conceptions that are linked to what technology is and what it means “to be technical”, despite the fact that the teacher introduces gender-neutral activities. However, there is an ambiguity in our findings because the girls also resist the self-image of not being technical, especially when they work together and have ownership of their work with and learning about technology.

    Keywords
    Primary education, technology education, girls’ self-image, gender, focus group interview, observations
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-167463 (URN)
    Available from: 2020-07-07 Created: 2020-07-07 Last updated: 2024-03-07
    3. Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp
    Open this publication in new window or tab >>Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp
    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
    Keywords
    Technology Education, Technology Camp, Gender and Technology, STEM, Girls Interest In Technology, All-Girl Activity
    National Category
    Educational Sciences Gender Studies
    Identifiers
    urn:nbn:se:liu:diva-197643 (URN)10.1007/s10798-023-09831-z (DOI)001171383700003 ()
    Funder
    Linköpings universitet
    Note

    Funding: Linköping University

    Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2024-04-11Bibliographically approved
    4. Gendering the curriculum
    Open this publication in new window or tab >>Gendering the curriculum
    2022 (English)In: Debates in Design and Technology Education / [ed] Alison Hardy, New York: Routledge , 2022, 2, p. 134-148Chapter in book (Other academic)
    Abstract [en]

    Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology. Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What’s so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology?  With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or master’s-level study.

    Place, publisher, year, edition, pages
    New York: Routledge, 2022 Edition: 2
    Keywords
    dandt, dt, designandtechnology, design and technology, gender, gendering, gender and technology, teaching, engineering, Didactics, Pedagogy, Learning, teknikdidaktik, ämnesdidaktik, didaktik, pedagogik, lärande
    National Category
    Didactics Pedagogy Learning
    Identifiers
    urn:nbn:se:liu:diva-201401 (URN)9780367763732 (ISBN)
    Available from: 2024-03-07 Created: 2024-03-07 Last updated: 2024-03-14Bibliographically approved
    Download full text (pdf)
    fulltext
    Download (png)
    presentationsbild
  • 8.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik: 10 lektioner i att förändra världen2018Collection (editor) (Other academic)
    Abstract [sv]

    Boken introducerar eleven för olika utmaningar som samhället står inför. Utmaningar som kräver teknik och teknisk kompetens. Förhoppningen är att texterna kan användas för att ge stöd till att konkretisera kursplanen i teknik och samtidigt anamma dagsaktuella frågeställningar i undervisningen. Anknytningen till samhällsproblemen är av särskild vikt då vi lärare och våra elever bör ha en problemlösande inställning till de förändringar som sker i samhället. Delar av materialet uppmuntrar eleverna till att anta ett kritiskt öga till tekniken de möter. Det kritiska ögat öppnar upp för analys, teknikutveckling och driv att vilja förändra och förbättra tekniken istället för att endast använda den. Sverige och världen behöver smartare, bättre och mer hållbar teknik. Det kan vara dina elever som förändrar världen.

    Bokens struktur och hur du som lärare kan förhålla dig till denVarje kapitel i boken innehåller fyra delar:

    • En intervju med en intressant person inom teknikbranschen.
    • Ett samhällsproblem kopplat till det område som personenarbetar inom.
    • Ett förslag på ett lektionsupplägg. 
    • En text med tips till dig som lärare om hur du kan förhålla dig till lektionen.

    Lektionerna är byggda på mina egna erfarenheter som ämneslärare i teknik samt på aktuell didaktisk forskning .De samhällsproblem som presenteras till varje kapitel utgår från områden ungdomar visat intresse för enligt undersökningar och grundar sig i nyhetsrapportering, globala FN-mål och företags framtidsvisioner inom de olika områdena. Du som lärare väljer själv hur du förhåller dig till lektionsmaterialet och kan modifiera det för att det ska passa din klass.

    Vår tanke är att de tre första delarna av varje kapitel kan kopieras upp och delas ut till eleverna, och att du själv behåller delen Till dig som är lärare. Om du föredrar att läsa texter för klassen, bara använda intervjuerna och ta fram eget lektionsmaterial, eller bara använda vissa av lektionerna är helt upp till dig. I slutet av boken hittar du en lista på vilka delar av läroplanen varje kapitel kan kopplas till. Vissa kapitel har kompletterande material som du som lärare behöver skriva ut inför lektionen. Det materialet finns att hämta på http://hacktheworld.se under fliken För lärare.

  • 9.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences. Örebro Universitet.
    Axell, Cecilia
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp2024In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 34, no 2, p. 647-671Article in journal (Refereed)
    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. 

  • 10.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Girls’ Engagement in Technology Education: A Systematic Review of the Literature2018In: PATT36 International Conference: Researche and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty, Joseph Phelan, Technology Education Research Group , 2018, p. 231-238Conference paper (Other academic)
    Abstract [en]

    The aim of this study is to review international published scientific literature on the subject of girls’ engagement in technology education, in order to: (a) identify what is the most common descriptions of the relationship between girls and technology, (b) identify how girls’ engagement in technology education is described, and (c) identify the type of technology concerned. After systematically searching a bibliographic database, 21 articles were located and included in the study. For each article, we have analysed the purpose of the study, the content of the research done, the research method used, and the sample characteristics and the results observed. The results of the literature review are discussed in terms of their implications for future research and can be used as guidance for educators and researchers in the area. This could lead to further questions, such as if a negative discourse around girls’ relationship with technology may assist or hinder girls’ engagement in technology and technology education

    Download full text (pdf)
    Girls’ Engagement in Technology Education: A Systematic Review of the Literature
  • 11.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Girls’ engagement with technology education: A scoping review of the literature2019In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 24, no 2, p. 20-41Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to review internationally published scientific literature on the subject of girls’ engagement in technology education, in order to identify the most common descriptions of girls’ engagement with technology education, girls’ technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology- or STEM-oriented occupa-tion. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girls’ activities mostly describe a neutral, or male kind of “nuts and bolts” technology. As regards girls’ relationship to tech-nology, there is potential for improving female engagement using apparently simple means; for ex-ample, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girls’ lower interest in technolo-gy education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer

  • 12.
    Sultan, Ulrika
    et al.
    Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences.
    Technical or not? Investigating the self-image of girls aged 9 to 12 when participating in primary technology education2020In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 25, no 2, p. 175-191Article in journal (Refereed)
    Abstract [en]

    Variance in interest and engagement by gender is a complex and long-standing research agenda in the field of technology education. Studies report that girls are more reluctant to participate in technology education, less interested in the subject and more negative towards technology than boys. It is argued that specific attitudes and roles hinder girls from engaging in technology education because technology is presented as a predominantly male domain, which fuels ideas about what technological agency is as well as whose interest in technology and what kind of technology are regarded as legitimate. There is, however, the potential to improve female engagement if we can gain knowledge about what girls do during lessons and how they think about themselves when learning technology. Therefore, the aim of this study is to examine the self-image of girls aged 9 to 12 when participating in primary technology education, by using Harding’s (1986) three gender levels: the symbolic, the structural and the individual. The methods used for this study were participant observations during technology classes followed by a focus group interview. From the perspective of Harding’s three levels of gender, the analysis of the observations and the focus group interview reveals that girls confirm the prevailing male norms and conceptions that are linked to what technology is and what it means “to be technical”, despite the fact that the teacher introduces gender-neutral activities. However, there is an ambiguity in our findings because the girls also resist the self-image of not being technical, especially when they work together and have ownership of their work with and learning about technology.

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  • 13.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education2019In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 421-430Conference paper (Refereed)
    Abstract [en]

    In the field of technology education differences between girls and boys have been researched for some time but there is still a lack of knowledge about what exactly these differences consist of, and why they exist. The aim of this study is to explore tool use and self-image of girls aged 9 to12 when engaging in technology education. Data was collected over a course of two weeks, involving one Swedish compulsory school and three different classes with pupils aged 9 to 12. The data collection method used for this explorative study was unstructured observations made in-class during fourteen hours of teaching. Social identity theory is used as a theoretical framework to gain knowledge and clues as to why girls lose their interest in technology (education) as they get older. The results of the classroom observations revealed that, although the girls were not aware of it, they still confirmed gender stereotypes about girls and technology by e.g. adopting a social identity as not being technical. This study thus largely confirms the prevailing descriptions in previous research on girls and technology education.

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    What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education
  • 14.
    Sultan, Ulrika
    et al.
    Science and Technology Education , Department of Science and Technology, Örebro University.
    Bergfeldt, Barbro
    Science and Technology Education , Department of Science and Technology, Örebro University.
    Sjöstedt, Erik
    Science and Technology Education , Department of Science and Technology, Örebro University.
    What Happened To Technology?: Finding The T and E In STEAM2022In: PATT39: PATT on the Edge - Technology, Innovation and Education: Proceedings Designing a better world through technological literacy for all / [ed] Dr. David Gill; Jim Tuff; Dr. Thomas Kennedy; Dr Shawn Pendergast; Sana Jamil, Newfoundland, 2022, p. 105-112Conference paper (Refereed)
    Abstract [en]

    This study describes a lesson with pre-service technology teachers within a STEAM environment in higher education. During the years we have worked with teacher preparation, we have seen students struggle to understand and define technology. This is also a known issue in our research field. By teaching technology through STEAM, we aimed to promote the students’ acquisition of technological knowledge and encourage thinking about technology. We chose aesthetic learning processes as a basis for this initiative. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment. Using clay and stop motion, the students were asked to express what technology meant to them as they manifested this physically. Stop motion is a technique for making films. We analysed the students’ films through inductive analysis, and the results showed us the extent of the technological content. The films were revealing, as the results showed that the students included very little technological content in the films, even though that was the aim of the task. We discovered that neither knowledge in science nor technology transferred into the students’ stop motion films. We had lost the T and E in STEAM. The study's findings can be applied as support in choosing content areas and teaching materials when engaged in interdisciplinary teaching.

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  • 15.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik: ljud och musik2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, 1, , p. 136p. 41-60Chapter in book (Other academic)
    Abstract [sv]

    På vilket sätt kan kända barnvisor användas som utgångspunkt för att lära barn om teknik? Hur kan förskolläraren hjälpa barnen att skaa musikinstrument med hjälp av enklare vardagsföremål?  Kan barn lära sig nya saker om ljud genom att erbjudas möjlighet att experimentera med digitala verktyg? I detta kapitel fördjupar vi oss i ovanstående frågeställningar.

  • 16.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hoffman, Ulrik
    Ungdomsbarometern.
    Teknik: 10 insikter om tjejers teknikintresse2021Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Teknikföretag behöver fler tekniker, ingenjörer och andra kreativa medarbetare både idag och i framtiden. För att det ska bli möjligt kan inte tekniska  utbildningar väljs bort av nästan halva befolkningen, i alla fall inte när det beror på saker som samhället har en möjlighet att påverka.

    Vi talar naturligtvis om att bara en femtedel av alla elever på Teknikprogrammet på gymnasiet är tjejer och att andelen på ingenjörsutbildningar generellt bara är något högre. Vi riskerar en teknikutveckling som inte blir jämlik.

    För att bidra till förändring i denna fråga arbetar vi på Teknikföretagen sedan flera år tillbaka aktivt med att få fler tjejer att välja teknik. Våra initiativ och satsningar sker inom en mängd olika områden, där kunskapsinhämtning och spridning är en viktig del, eftersom vi är många som behöver dra sitt till stacken. Rapporten du har framför dig är ett sätt för oss att dela med oss av kunskaper vi samlat på oss. Vi samarbetar sedan många år med analysföretaget Ungdomsbarometern, som på kvantitativ och kvalitativ väg genomfört mängder av studier kopplat till ungas teknikintresse och bilden av teknikutbildningar.

    Genom att sammanställa några av de viktigaste insikterna från dessa studier, tillsammans med analyser och kommentarer från forskaren och teknikläraren Ulrika Sultan, hoppas vi inspirera fler till att reflektera kring varför det ser ut som det gör och till åtgärder som leder till att fler tjejer väljer teknikutbildningar och vill jobba med teknik – oavsett om det är i våra medlemsföretag eller någon annanstans.

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  • 17.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Sannö, Anna
    Volvo CE.
    Girls’ engagement in technology: – an initiative moving from theory to practice2021In: The 38th Pupils’ Attitude Toward Technology Conference Book of Abstracts., Oslo Metropolitan University , 2021Conference paper (Other academic)
    Abstract [en]

    Gendered interest and engagement is an established research agenda in the field of technology education. With studies concluding girls being less interested and more negative towards technology. But also, on the potential for improving engagement, - if initiatives for girls are given in early ages. This study reports on a two-step initiative inspired by the research stages DS-I and DS-II of design research methodology, DRM.  

    Step one was developing a concept based on the previous research findings on keeping girls engaged in technology education. Resulting in an out of school event at a university where university staff, engineering students and engineers from a manufacturer worked together to scaffold girls solving engineering problems. Problems provided by a local manufacturer of construction equipment. These problems where authentic, open-ended and provided opportunities for the girls to collaborate and create prototypes. Before the main event, workshops were held for the participating adults, and the girl’s teachers. Aiming to develop their familiarity of the research field of girls’ interest in technology and the subjects design process. The main event spanned half a day at the university and involved nearly sixty girls, ages 10 and 11. Data was analyzed using DS-II and theory of the three levels of gender. 

    Following DRM, step two is built on the knowledge learnt from the first step. Instead of an out of school event 11-year-old girls now engage in problem solving during lessons in technology education. Solving the same problems as in step one. The girls are supported online by engineers and engineering students one hour every week. After four weeks, the girls will present their solutions to the involved manufacturer and university. The second step of the initiative is arranged during Mars and April 2021. All sessions are screen recorded and will be analysed using DRM and theory of the three levels of gender. Data and conclusions are to be presented when collected and processed. 

    The initial findings from step one based on visual media and filed notes indicates girls are engaged in finding solutions when provided with real world problems and are scaffolded by adults. When asked six months after the event 70% of the participating girls reported to be interested in continuing studies in technology. As one of the girls said “I had no idea that I liked technology this much“. We also highlight the difference in views of technology and problem solving amongst the participating adults. As an example, the teachers wanted more technical complex problems to solve whilst the engineers had difficulties with not trying to solve the problems themselves. The study also brings forth how an initiative like this can be a link to helping teachers engage with professional practice and ensuring the subject is modern and relevant. The full paper aims to describe the DRM process of moving from theory to practice as well as presenting findings from the initiative. 

  • 18.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Sannö, Anna
    Volvo Construction Equipment, Eskilstuna, Sweden.
    Bruch, Jessica
    Mälardalen University, Eskilstuna, Sweden.
    A day when girls helped solve real engineering problems: – An initiative to improve girls’ engagement in technology2021Conference paper (Other academic)
    Abstract [en]

    Studies has shown girls being less interested and more negative towards technology but also on the potential for improving engagement, - if initiatives for females are taken in early ages. This study reports on an event where almost sixty girls, ages 10 and 11, helped solve real engineering problems for a leading manufacturer of construction equipment. The girls gathered for half a day at a university where they were scaffold by teams of university staff, engineering students and engineers from the manufacturer. In advance to the event, workshops were held to guide the participating adults, including the girl’s teachers, in the best practices and didactics in the research field of females’ interest in technology. This paper describes the process of engaging both adults and girls as well as the findings from the workshops, where recordings where taken up. The finding is that girls were engaged in finding solutions when adults were adapting didactics and providing real world problems. It also shows the strength of the diverse thinking, pushing the boundaries of future emerging technologies. This knowledge can be used by teachers or lecturers as guidance as they strive for technology to be an attractive school subject for girls. 

  • 19.
    Sultan, Ulrika (Contributor)
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Svenningsson, Maria (Curator)
    Linköping University, University Library.
    Igelström, Peter (Curator)
    Linköping University, University Library.
    Wiberg, Marie (Curator)
    Linköping University, University Library.
    Lindgren, Ulf (Contributor)
    Linköping University, University Library.
    Tjejer och teknik2019Artistic output (Unrefereed)
    Abstract [sv]

    Studier visar att intresset för teknikämnet i skolan sjunker dramatiskt bland flickor mellan årskurs 5 och årskurs 8. Är det verkligen så att flickor tappar allt intresse för teknik eller visar siffrorna på något annat? Ulrika Sultan, doktorand i teknikens didaktik vid Institutionen för samhälls- och välfärdsstudier vid Linköpings universitet, menar att flickor ÄR intresserade av teknik och GÖR teknik hela tiden, men att de inte definierar det de gör som teknik.

    Arbetsgivarorganisationen Teknikföretagen lyfter fram att för att Sverige ska kunna behålla sin position i framkant när det gäller industriell utveckling och innovation behövs en breddad rekrytering till tekniska yrken.

    Utställningen tar med besökaren till miljöer där kvinnor, flickor och tjejer i olika åldrar rör sig i teknikens värld. Här lyfts kvinnliga förebilder fram, eldsjälar och föreningar som jobbar för att stärka tjejers tekniska självförtroende.

    Utställningsperiod 30/8-19/12 2019 (Vallabiblioteket) och 20/1-31/3 2020 (Campus Norrköpings bibliotek)

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