Perception by French students of the gendered nature of material artifacts studied in technology education

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• 作者：Andreucci Colette ; Chatoney Marjolaine
• 关键词：Technology education ; Gender ; Artifact ; School ; books ; Categorization ; Stereotype
• 刊名：International Journal of Technology and Design Education
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：27
• 期：1
• 页码：1-18
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Educational Technology; Learning and Instruction; Science Education;
• 出版者：Springer Netherlands
• ISSN：1573-1804
• 卷排序：27

文摘

Many studies have shown the importance of the socio-cultural factors that lead girls to desert scientific and technological courses. Over a long period, the contents of the French technology education (TE) college curricula may well have contributed to strengthening the feeling among girls that this discipline was better suited to boys. The choice of technical artifacts that embody the knowledge taught could be partially responsible for this. Our investigation was conducted in two stages. Firstly, we made an inventory of artifacts presented in four TE schoolbooks for the 6th grade. Secondly, we submitted this list to a population of 98 girls and boys (12–14 years). Our results indicate that most of these artifacts were categorized as mixed. However, those that are classed as masculine are more numerous than feminine one’s. They are also more prevalent among girls and their number increases with age. The grouping of these artifacts by families also shows gender differences.