Women's experiences in the engineering laboratory in Japan

REFERENCES

• Amelink, C.T., and E.G. Creamer. 2010. “Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career.” Journal of Engineering Education 99 (1): 81–92.
   Web of Science ®Google Scholar
• Berger, J., H. Fisek, R. Norman, and M. Zelditch. 1977. Status Characteristics and Social Interaction. New York: Elsevier.
   Google Scholar
• Bureau of Council for Science and Technology Policy, Cabinet Office, Government of Japan. 2011. “Dai 4ji kagaku gijyutu kihon keikaku (year 2011–2015) [The fourth science and technology basic plan (year 2011–2015)].” Accessed May 1, 2012. http://www8.cao.go.jp/cstp/kihonkeikaku/index4.html
   Google Scholar
• Carli, L.L. 1991. “Gender, Status, and Influence.” In Advances in Group Processes, edited by E.J. Lowler, B. Markovsky, C.L. Ridgeway, and H. Walker, Vol. 9, 89–113. Greenwich, CT: JAI.
   Google Scholar
• Colbeck, C.L., S.E. Campbell, and S.A. Bjorklund. 2000. “Grouping in the Dark: What College Students Learn from Group Projects.” Journal of Higher Education 71 (1): 60–83.
   Web of Science ®Google Scholar
• Dryburgh, H. 1999. “Work Hard, Play Hard: Women and Professionalization In Engineering-Adapting to the Culture.” Gender and Society 13 (5): 664–682.
   Google Scholar
• Du, X. 2006. “Gendered Practices of Constructing an Engineering Identity in a Problem-Based Learning Environment.” European Journal of Engineering Education 31 (1): 35–42.
   Google Scholar
• Felder, R.M., G.N. Felder, M. Mauney, C.E. HamrinJr., and E.J. Dietz. 1995. “A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes.” Journal of Engineering Education 84 (2): 151–163.
   Google Scholar
• Glaser, B., and A. Strauss. 1967. Discovery of Grounded Theory. Chicago: Aldine.
   Google Scholar
• Goffman, E. 1959. The Presentation of Self in Everyday Life. Garden City, NY: Doubleday-Anchor.
   Google Scholar
• Hosaka, M. 2010. “Learning to Become Graduate Students: Japanese Female Engineering Students’ Experiences in the Research Unit.” European Journal of Engineering Education 35 (6): 619–626.
   Google Scholar
• Hosaka, M. 2013. ““I wouldn't ask professors questions!” Women Engineering Students’ Learning Experiences in Japan.” International Journal of Gender, Science and Technology 5 (2): 149–169.
   Google Scholar
• Kawano, G. 2007. “Jyoshi nitotteno kogakubu no miryoku no kozo: Gakusei sankagata chousa no bunseki kara (The structure of attractiveness of engineering school for young women: An analysis of a study of students).” Bulletin of Yamagata University Education Science 14 (2): 71–86.
   Google Scholar
• Koinuma, Y. 2009. “Kougakukei jyosei daigakuinsei no tanjyou wo habamu youin: A Kougyou Diagaku no jyoshi zaigakusei to sotugyousei shuuryousei wo taishou to shita chousa kara [Hindering factors to the increase of women graduate students in engineering: Survey results of women students and graduates of an engineering college].” Kenkyuu Gijyutsu Keikaku 24 (4): 369–382.
   Google Scholar
• Lincoln, Y.S., and E.G. Guba. 1985. Naturalistic Inquiry. London: Sage.
   Google Scholar
• Matsuura, I., and Y. Namie. 2002. “Kyouiku to jenda kenkyu 2: Kougakukei jyoshi gakusei no senkou bunya sentaku no youin to daigaku kyouiku shourai tenbou [A study on education and gender No. 2: Factors in choosing technology and information technology as a major, university education, and future prospects by female students].” Bulletin of the Kyushu Institute of Technology: Humanities, Social Science 50: 85–121.
   Google Scholar
• MEXT (Ministry of Education, Culture, Sports, Science and Technology). 2010. “Gakko Kihon Chosa [Basic Survey on Educational Institutions].” Accessed May 1, 2012. http://www.mext.go.jp/b_menu/toukei/chousa01/kihon/kekka/k_detail/1300352.htm
   Google Scholar
• National Institute of Science and Technology Policy, Ministry of Education, Culture, Sports, Science and Technology. 2012. “Nihon no daigaku kyouin no jyosei hiritsu ni kansuru bunseki [Analysis on ratio of women in science in Japan].” Accessed October 1, 2012. http://www.nistep.go.jp/archives/2627
   Google Scholar
• Natishan, M.E., L.C. Schmidt, and P. Mead. 2000. “Student Focus Group Results on Student Team Performance Issues.” Journal of Engineering Education 89 (1): 269–272.
   Google Scholar
• Powell, A., B. Bagilhole, and A. Dainty. 2009. “How Women Engineers Do and Undo Gender: Consequences for Gender Equality.” Gender, Work & Organization 16 (4): 411–428.
   Web of Science ®Google Scholar
• Ridgeway, C.L. 1993. “Gender, Status, and the Social Psychology of Expectations.” In Theory on Gender/Feminism on Theory, edited by P. England, 175–198. New York: Aldine.
   Google Scholar
• Ridgeway, C.L. 2009. “Framed Before We Know It: How Gender Shapes Social Relations.” Gender & Society 23 (2): 145–160.
   Web of Science ®Google Scholar
• Ridgeway, C.L., and L. Smith-Lovin. 1999. “The Gender System and Interaction.” Annual Review of Sociology 25: 191–216. 10.1146/annurev.soc.25.1.191
   Web of Science ®Google Scholar
• Rosser, S.V. 1998. “Group Work in Science, Engineering, and Mathematics: Consequences of Ignoring Gender and Race.” College Teaching 46 (3): 82–88.
   Google Scholar
• Seymour, E., and N.M. Hewitt. 1997. Talking about Leaving: Why Undergraduates Leave the Sciences. Boulder, CO: Westview Press.
   Google Scholar
• Tonso, K.L. 1996. “The Impact of Cultural Norms on Women.” Journal of Engineering Education 85 (3): 217–225.
   Google Scholar
• Vogt, C.M., D. Hocevar, and L.S. Hagedorn. 2007. “A Social Cognitive Construct Validation: Determining Women's and Men's Success in Engineering Programs.” Journal of Higher Education 78 (3): 338–364.
   Web of Science ®Google Scholar
• Wagner, D.G., and J. Berger. 1997. “Gender and Interpersonal Task Behaviors: Status Expectation Accounts.” Social Perspective 40 (1): 1–32.
   Web of Science ®Google Scholar
• West, C., and D.H. Zimmerman. 1987. “Doing Gender.” Gender & Society 1 (2): 125–151.
   Web of Science ®Google Scholar