Elizabeth Cady Stanton's Philosophy of Social Justice in Education

Historical discussions of social justice in education and its impact on society tend to focus on Brown v. TheBoard of Education (1954), as an antidote to Plessy v. Ferguson (1896), which enshrined the infamous"separate but equal" dictum for racially segregated schools. One person rarely considered in the discussion,yet critical because of her enormous public influence in her day, is Elizabeth Cady Stanton. Most knowCady Stanton as a founder of the Women's Movement in America , and as an advocate for women.However, Cady Stanton also provided a well-documented, systematically developed theory on social justicein education. This surprised us, since her work received enormous scrutiny when feminists of the 1960s and1970s worked to unearth forgotten women. Believing that advancing women's place in educational thoughtrequires understanding the contributions of women to educational thought, we set out to understand CadyStanton's philosophy of social justice in education

Investigation of students’ experiences of gendered cultures in engineering workplaces

Women remain severely under-represented in engineering in Australia as in all Western countries. This limits the pool of talent, standpoints and approaches within the profession. Furthermore, this under-representation equates to restriction of the benefits of being an engineer mainly to men. Gendered workplace experiences have been found to contribute to women leaving the profession. In this study we explore students’ experiences of gendered cultures in engineering workplaces, using interviews with a purposive sample of 13 students (4 male) recruited following a previous survey. Although the overall experience of workplace learning is positive for many students, male and female engineering students reported experiences consistent with masculine cultures. Educators and employers must proactively lead improvements to the culture in engineering workplaces, prepare students for gendered workplaces and support students to reflect during and after workplace experiences. The experiences presented here could be adapted to enhance inclusivity training