Preschool student teachers, technology, and gender: positive expectations despite mixed experiences from their own school days

References

• Andersson, K. (2012). ‘It's funny that we don't see the similarities when that's what we're aiming for’: Visualizing and challenging teachers’ stereotypes of gender and science. Research in Science Education, 42(2), 281–302.
   Web of Science ®Google Scholar
• Axell, C. (2013). Teknikundervisningen i förskolan: En internationell utblick [Technology education in preschool: An international survey]. Linköping: Linköpings universitet.
   Google Scholar
• Best, A. (2006). Fast cars, cool rides: The accelerating world of youth and their cars. New York: New York University Press.
   Google Scholar
• Bjurulf, V. (2013). Teknikdidaktik i förskolan [Technology Education in kindergarten]. Stockholm: Norstedts.
   Google Scholar
• Brickhouse, N. (2001). Embodying science. A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282–295.
   Web of Science ®Google Scholar
• Brickhouse, N. (2003). Science for all? Science for girls? Which girls? In I. R. Cross (Ed.), A vision for science education. Responding to the work of Peter Fensham (pp. 93–101). London: RoutledgeFalmer.
   Google Scholar
• Bryman, A. (2008). Social research methods. Oxford: Oxford University Press.
   Google Scholar
• Cockburn, C. (1991). Technology and gender as social constructions: Some implications for education and training. In I. Elgvist Saltzman (Ed.), Education and the construction of gender (pp. 41–47). Umeå, Sweden: Centre for Women's Studies.
   Google Scholar
• Danielsson, A. (2013). Science for whom? Case studies of two male primary school student teachers’ constructions of themselves as teachers of science. NorDiNa, 9(2), 145–155.
   Google Scholar
• Due, K. (2012). Who is the competent physics student? A study of students’ positions and social interaction in small-group discussions. Cultural Studies of Science Education. doi:10.1007/s11422-012-9441-z
   Google Scholar
• EC. (2006). Women in science and technology: The business perspective. Brussels: Science and Society.
   Google Scholar
• EC. (2010). Gender differences in educational outcomes: Study on the measures taken and the current situation in Europe. Brussels: Eurydice Network.
   Google Scholar
• Elm, A. (2008). Interaktion och naturvetenskap i en förskola och en förskoleklass [Interaction and science in a kindergarten and a preschool class]. Stockholm: Stockholms universitet. Retrieved August 28, 2013, from http://su.diva-portal.org/smash/get/diva2:304718/FULLTEXT01.pdf
   Google Scholar
• Faulkner, W. (2007). Nuts and bolts and people’: Gender-troubled Engineering identities. Social Studies of Science, 37(3), 331–356.
   Web of Science ®Google Scholar
• Gripenberth, A., & Sävhammar, L. (2009). Mobilen den är alltid med: En användarundersökning av elektroniska mediers påverkan på ungdomars livsstil [The cell phone is never left behind: A user study of the influence of electronic media on the lifestyle of youth]. Borås: Högskolan i Borås.
   Google Scholar
• Harding, S. (1986). The science question in feminism. Milton Keynes: Open University Press.
   Google Scholar
• Hedlin, M. (2011). How the girl choosing technology became the symbol of the non-traditional pupil's choice. Gender and Education, 23(4), 447–459.
   Web of Science ®Google Scholar
• Jackson, C. (2010). ‘I've been sort of laddish with them … one of the gang’: Teachers’ perceptions of ‘laddish’ boys and how to deal with them. Gender and Education, 22(5), 505–519.
   Web of Science ®Google Scholar
• Lagesen, V. A. (2007). The strength of numbers: Strategies to include women into computer science. Social Studies of Science, 37(1), 67–92.
   Web of Science ®Google Scholar
• Lasen, M. (2010). Education and career pathways in information communication technology: What are schoolgirls saying? Computers & Education, 54(4), 1117–1126.
   Web of Science ®Google Scholar
• Lemke, J. (1990). Talking science: Language, learning, and values. Norwood: Ablex.
   Google Scholar
• Lipman-Blumen, J. (1976). Toward a homosocial theory of sex roles: An explanation of the sex segregation of social institutions. Signs, 1(3), 15–31.
   Web of Science ®Google Scholar
• Lpfö 98. (Revised 2010). Läroplan för förskolan [Curriculum for the preschool]. Stockholm: Skolverket.
   Google Scholar
• Lövheim, D. (2013). Teknikens gränser: Formering och positionering av grundskolans teknikämne 1975–2010 [Technology Frontiers: Formation and positioning of the primary school technology subject 1975–2010]. In J. Hallström, M. Hultén, & D. Lövheim (red.), Teknik som kunskapsinnehåll i svensk skola 1842–2010 [Technology knowledge content in Swedish school 1842–2010]. Linköping: Gidlunds förlag.
   Google Scholar
• Mörtberg, C. (1997). ‘Det beror på att man är kvinna … ’ Gränsvandrerskor formas och formar informationsteknologi [It's because one is a woman: Transgressors are shaped and shape information technology]. Luleå: Luleå tekniska universitet.
   Google Scholar
• Phipps, A. (2008). Women in science, engineering and technology: Three decades of UK initiatives. Stoke on Trent: Trentham.
   Google Scholar
• Rasinen, A., Virtanen, S., Endepohls-Ulpe, M., Ikonen, P., Ebach, J., & Stahl-von Zabern, J. (2009). Technology education for children in primary schools in Finland and Germany: Different school systems, similar problems and how to overcome them. International Journal of Technology & Design Education, 19(4), 367–379.
   Web of Science ®Google Scholar
• Riis, U. (1996). Kan man äga ett skolämne – kampen om tekniken [Can you own a subject – the battle for technology]. In T. Ginner & G. Mattsson (red.), Teknik i skolan [Technology in schools]. Lund: Studentlitteratur.
   Google Scholar
• Rooke, G. (2013). In search for gender awareness in technology education. Stockholm: KTH Education and Communication in Engineering Science.
   Google Scholar
• Skolinspektionen. (2012). Förskola, före skola – lärande och bärande. Kvalitetsgransknings-rapport om förskolans arbete med det förstärkta pedagogiska uppdraget [Pre-school, before schooling – learning and supporting. Quality report on the work with the enhanced educational mission in preschools]. Stockholm: Skolinspektionen. Retrieved July 1, 2013, from http://www.skolinspektionen.se/Documents/Kvalitetsgranskning/forskola-2011/kvalgr-forskolan2-slutrapport.pdf
   Google Scholar
• Smyth, E., & Darmody, M. (2009). ‘Man enough to do it’? Girls and non-traditional subjects in lower secondary education. Gender and Education, 21(3), 273–292.
   Web of Science ®Google Scholar
• Staberg, E.-M. (1994). Gender and science in Swedish compulsory school. Gender and Education, 6(1), 35–45.
   Google Scholar
• Statens medieråd. (2013). Unga & medier 2012/13 [The young and media 2012/13]. Stockholm: Author.
   Google Scholar
• Stepulevage, L. (2001). Gender/technology relations: Complicating the gender binary. Gender and Education, 13(3), 325–338.
   Web of Science ®Google Scholar
• Wajcman, J. (2010). Feminist theories of technology. Cambridge Journal of Economics, 34, 143–152.
   Web of Science ®Google Scholar
• Wikberg-Nilsson, Å. (2008). Kvinnor i civilingenjörsprogram: Hinder och förutsättningar för ökad rekrytering [Women in Engineering Programmes: Obstacles and opportunities for recruitment]. Luleå: Luleå tekniska universitet.
   Google Scholar