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Across various contexts, socialization processes and practices have been shown to play key roles in education and career outcomes, satisfaction, and trajectories. Numerous ways in which gender intersects with and structures socialization processes, practices, and experiences have also been identified. Graduate and post-graduate education in particular likely have their own socialization patterns which influence graduate student experience and outcomes. We are interested in the intersection of gender and socialization in graduate education. In this paper, we examine the research landscape of gendered socialization in a graduate engineering education context and identify potential areas for research growth. We also review the different ways in which socialization is theorized and approached in this field. This paper is organized in three parts. The first part broadly maps the landscape of gendered socialization in engineering education. In the second part of the paper, we systematically review the subset of articles on graduate and post-doctoral engineering education, focusing on their findings and approaches. Lastly, we offer recommendations to advance this field.
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Tools Dictate the Divide: Entrenched Gendered Practices in the Making of Kinetic Sculptures
One of the promises of STEAM-based education is to ameliorate existing gender disparities regarding access to STEM fields. We analyze youth making kinetic sculptures as a novel STEAM-based approach to infusing historically gendered practices into the study of robotics. We found the distribution of labor was based on gender normative practices. This study highlights how STEAM-based education requires an examination of our tools and materials and how they reinscribe existing practices along traditional gendered lines.
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- Award ID(s):
- 1647150
- PAR ID:
- 10431788
- Date Published:
- Journal Name:
- International Conference of the Learning Sciences (ICLS)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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