Gendered Learning: How Constructs of Knowledge Impact Engineering Students' Sense of Belonging

This Work-in-Progress Research paper uses methods of narrative analysis and grounded theory to examine how engineering students make sense of their individual learning journeys through the process of narrating stories of their learning. In particular, we examine four engineering students' sense...

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Bibliographic Details
Main Authors: Smucker, Ramona, Ortega, Lizette, Zastavker, Yevgeniya
Format: Conference Proceeding
Language:English
Subjects:
belonging
Conferences
Engineering students
Faces
grounded theory
knowledge
Knowledge engineering
learning journey
narrative analysis
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Summary:This Work-in-Progress Research paper uses methods of narrative analysis and grounded theory to examine how engineering students make sense of their individual learning journeys through the process of narrating stories of their learning. In particular, we examine four engineering students' sense of belonging, and how emergent constructs of knowledge affect their belonging in the academic and workforce spaces they navigate. We identify three emergent types of knowledge: academic, relational, and emotional. Our analyses indicate that academic knowledge aligns with more masculine identities and forms of expression, while relational and emotional knowledge align with feminine identities and forms of expression. Emergent findings suggest that students may feel included or excluded from academic and workforce spaces based both on the kinds of knowledge they value and on their gendered identities.
ISSN:2377-634X
DOI:10.1109/FIE49875.2021.9637294