feminine morality and major choice
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Feminine Morality and Major Choice. Julia Thompson Purdue University. Overview. Introduction Thesis Moral Development Early Child experiences Gender, Culture and Choice Choosing a major Impacts. Where Are the Women In Engineering?. Why are women lacking in STEM? . - PowerPoint PPT PresentationTRANSCRIPT
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Feminine Morality and Major Choice
Julia Thompson
Purdue University
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OverviewIntroductionThesisMoral DevelopmentEarly Child experiencesGender, Culture and ChoiceChoosing a majorImpacts
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Where Are the Women In Engineering?
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Why are women lacking in STEM?
Biological differences between men and women. Girls’ lack of academic preparation for a science major/career. Girls’ poor attitude toward science and lack of positive experiences
with science in childhood. The absence of female scientists/engineers as role models. Science curricula are irrelevant to many girls. The pedagogy of science classes favors male students. A ‘chilly climate’ exists for girls/women in science classes. Cultural pressure on girls/women to conform to traditional gender
roles An inherent masculine worldview in scientific epistemology.Blickenstaff (2005)
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Thesis
Women tend to choose majors that align with feminine morality
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Kohlberg's stages of moral development
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Overall Gendered Morality (Gilligan 1982)
Feminine value patterns: Caring Interpersonal relationships Cooperation
Masculine value patterns: Reason Success Being right/ Competition
Note that historically male values are what characterize stages of Kohlberg Stages of Moral Development
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Early Childhood Experiences View of Child-Mother relationship for the first 3 years
(Chodrow 1974) Female- extension of themselves Male – opposite as themselves
Role of Play (Lever 1976) Female
Simple, with an emphasis on personal achievement (i.e. jump rope)
Will make exceptions to rules to accommodate others. Emotions will end the game
Male Complex rules, with an an emphasis on competition (i.e. baseball) Part of the game is debating the rules.
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ChoiceHistorically
Women had limited options (career, relationships, etc.)
Culturally In different cultures decisions will be more or less
individualistic
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Women in Engineering
Gibbons (2009)
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Morality and Major Top 5 Degrees for Women
Environmental (43.7%) Biomedical (36.9%) Chemical (35.0 %) Biological and
Agricultural (32.6%) Industrial/ Manufacturing
(30.2%) Connected to feminine
morality Environmental/ Caring People focused fields
Bottom 5 Degrees for Women Computer Engineering (7.5%) Computer Science -inside
engineering- (10.5%) Computer Science –outside
engineering – (11.1.%) Mechanical (11.4 %) Electrical (11.5%)
Connected to Masculine morality Emphasis on reason Individualistic Competitive Less social emphasis
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Conclusion: Engineering Approach Towards Women
HistoricallyMen only
ModernPolicy
Pipeline ModelPatching a leaking
pipelinePrepare women to be
more like menStudent Responses:
LeavingMultiple IdentitiesActivist
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Conclusion: New Wave Engineering
A need to bring engineering in line with Feminine MoralityPartly inline with policy and industry goals (NAE 2004)
Shown to have higher interest/retention of women:Sustainability in Engineering (Zimmerman & Vanegas,
2007)Service Learning in Engineering (Barrington & Duffy,
2007)Eco-Feminism in Engineering (Rao, Pawley, &
Hoffmann, 2011)
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ReferencesBarrington, L., & Duffy, J. (2007). Attracting Underrepresented Groups to Engineering with Service-
Learning Paper presented at the American Society for Engineering Education, Honolulu, Hi. Blickenstaff, J. C. (2005). Women and science careers: leaky pipeline or gender filter? Gender and
Education, 17(4), 369-386. Chodorow, N. (1974). Family Structure and Feminine Personality. In M. Z. Rosaldo & L. amphere (Eds.),
Women, Culture and Society. Stanford: Stanford University Press.Gibbons, M. T. (2009). Engineering by the Numbers: American Society for Engineering Education.Lever, J. (1976). Sex Differences in the Games Children Play. Social Problems, 23, 478-487. National Academy of Engineering. (2004). The Engineer of 2020 : Visions of Engineering in the New
Century. Washington, DC: National Academies Press.National Science Foundation, N. (2011). Retrieved April 26, 2011 http://www.nsf.gov/statistics/wmpd/Rao, R., Pawley, A., & Hoffmann, S. (2011). Sustainability and the boundaries of Engineering
Education: Lessons from eco-feminist theory. Paper presented at the Gender & STEM Research Symposium, West Lafayette, IN.
Zimmerman, J. B., & Vanegas, J. (2007). Using Sustainability Education to Enable the Increase of Diversity in Science, Engineering and Technology-Related Discilines. International Journal of Engineering Education, 23(2), 242-253.