'They're not girly girls': an exploration of quantitative and qualitative data on engineering and gender in higher education

Despite sustained efforts to promote engineering careers to young women, it remains the most male-dominated academic discipline in Europe. This paper will provide an overview of UK data and research on women in engineering higher education, within the context of Europe. Comparisons between data from European countries representing various regions of Europe will highlight key differences and similarities between these nations in terms of women in engineering. Also, drawing on qualitative research the paper will explore UK students' experiences of gender, with a particular focus on the decision to study engineering and their experiences in higher education. © 2012 Copyright SEFI

‘They're not girly girls’: an exploration of quantitative and qualitative data on engineering and gender in higher education

This article was published in the journal, European Journal of Engineering Education [© Taylor & Francis] and the definitive version is available at: http://dx.doi.org/10.1080/03043797.2012.661702Despite sustained efforts to promote engineering careers to young women, it remains the most male-dominated academic discipline in Europe. This paper will provide an overview of UK data and research on women in engineering higher education, within the context of Europe. Comparisons between data from European countries representing various regions of Europe will highlight key differences and similarities between these nations in terms of women in engineering. Also, drawing on qualitative research the paper will explore UK students' experiences of gender, with a particular focus on the decision to study engineering and their experiences in higher education. © 2012 Copyright SEFI

Does the engineering culture in UK higher education advance women’s careers?

Current research suggests that increases in the number of women studying engineering and related courses have not been matched by a similar increase in women engineering professionals. This suggests that although women are attracted to engineering, their experiences in higher education (HE) discourage them from pursuing their chosen career path. The paper explores whether the masculine culture of the engineering sector permeates the culture and curriculum in engineering HE, and if it does, what impact this has on women engineering students. This is achieved through semi-structured, qualitative interviews with a range of female engineering students from both the pre and post 1992 university sectors. Findings indicate that while women are not deterred from pursuing their chosen engineering career, the culture and structure of the engineering education system has been designed for a male audience. This suggests that engineering HE does not benefit most female students to the same extent as male students. It is recommended that HE engineering must review its structure, culture, practices and curriculum if it is to retain female engineering graduates and to attract more women into the sector. This paper fulfils an identified gap in research on women in engineering and will be of interest to university engineering departments and faculties and the Engineering Council, as well as to those in the fields of social policy, education and equal opportunities

Managing and monitoring equality and diversity in UK sport: An evaluation of the sporting equals Racial Equality Standard and its impact on organizational change

Despite greater attention to racial equality in sport in recent years, the progress of national sports organizations toward creating equality of outcomes has been limited in the United Kingdom. The collaboration of the national sports agencies, equity organizations and national sports organizations (including national governing bodies of sport) has focused on Equality Standards. The authors revisit an earlier impact study of the Racial Equality Standard in sport and supplement it with another round of interview material to assess changing strategies to manage diversity in British sport. In particular, it tracks the impact on organizational commitment to diversity through the period of the establishment of the Racial Equality Standard and its replacement by an Equality Standard that deals with other diversity issues alongside race and ethnicity. As a result, the authors question whether the new, generic Equality Standard is capable of addressing racial diversity and promoting equality of outcomes. © 2006 Sage Publications

Interdisciplinary content, contestations of knowledge and informational transparency in engineering curriculum

This article is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education, available online at: http://www.tandfonline.com/doi/abs/10.1080/13562517.2013.836089With the introduction of key information sets (KIS) for all university programmes in the UK from 2012, the character, content and delivery of university degrees may be increasingly used by potential students to differentiate between degree programmes. Therefore, developments in curricula and the relationship to the profession are of growing importance. In this paper, we explore the role of programme content in prospective students’ decision-making and describe the prevalence of interdisciplinary content in civil engineering curricula. Following this, we detail student perceptions of interdisciplinary content. It is found that universities currently operate a varied approach to transparency regarding curriculum; students pay little attention to programme content before embarking on their chosen degree; and engineering students view interdisciplinary content in the curriculum with ambivalence, usually ascribing its necessity in the preparation for post-university employmen

Performing women: The gendered dimensions of the UK new research economy

This paper explores the development and maintenance of familiar gendered employment patterns and practices in UK universities, which are exemplars of new modes of knowledge production, commodification and marketisation. After discussing in detail the evidence of gender discrimination in UK higher education and the changes in the academic labour process consequent to the incorporation, at least at the policy level, of universities into the ‘knowledge economy’, institution-specific data is used to highlight the gendered aspects of the research economy from the three intermeshing perspectives of research culture, research capital and the research production process. This nexus is constructed in such a way as to systematically militate against women’s full and equal involvement in research. Lack of transparency, increased competition and lower levels of collegiate activity coupled with networking based on homosociability are contributing to a research production process where women are marginalized

Mind the gap? Civil society policy engagement and the pursuit of gender justice: critical discourse analysis of the implementation of the Beijing Declaration and Platform for Action in Africa 2003–2015

This article presents critical discourse analysis of state and civil society organisations’ efforts to implement the gender mainstreaming goals set out in the United Nations’ Beijing Declaration. It is argued that the latter represents a generational opportunity to apply a Feminist Political Economic Framework to development in Africa. However, the research findings show how current practice falls short of the sought-after participative democratic model of mainstreaming. Instead, analysis reveals significant differences in state and civil society organisations’ policy framing, issues over conceptual clarity and a disjuncture in state and civil society prioritisation of key gendered issues such as poverty, economic inequality and conflict resolution. This matters because it indicates that the capacity of the civil sphere to act as a political arena from which NGOs may challenge the traditionally male-dominated power structures is being undermined by a ‘disconnect’ between state and civil society as they pursue contrasting agendas

Genders at Work: Gender as a Geography of Power in the Academy

This chapter discusses contemporary research investigating how gender operates as a geography of power in the contemporary academy, particularly in relation to notions of ‘career’. Massey’s understanding of space as ‘a simultaneity of stories-so-far and places as collections of those stories’ (2005, p.11) shapes the research questions and a methodology of ‘spatial storytelling’ which foregrounds relationships between space and power in considering lived experiences of work and career. The chapter presents a selection of participants’ ‘stories-so-far’ which illustrate the complexity and dimensionality of lived, gendered experiences in the workplace and provide a basis for reflection on the opportunities these afford to resist sexism in the academy

Integration and Reintegration: Comparing pathways to citizenship through asylum and criminal justice

The development of scholarship related to particular categories of people who are subject to different forms of social control often results in subfields that become or remain isolated from each other. As an example, theory and research relating to the reintegration of ex-offenders and the integration of asylum seekers have developed almost completely independently. However, both processes involve people who are marginalized and stigmatized through legal and social processes, and policies and practices in the two fields share somewhat similar concepts and goals. This article therefore seeks to identify insights through a critical comparison of these two areas of research, theory and practice, with the intention of enriching our understanding of both. This comparison highlights that the frameworks reviewed here enable us to move beyond a narrow focus on service user’s behaviours, needs or risks, and into an examination of questions of identity, belonging and justice