403
Views
3
CrossRef citations to date
0
Altmetric
Research Article

The contribution of gender segregated secondary education on the progression to engineering

ORCID Icon, ORCID Icon, ORCID Icon, , , & ORCID Icon show all
Pages 31-38 | Received 03 Jun 2020, Accepted 15 Jun 2020, Published online: 02 Jul 2020

References

  • Bancino, R., and C. Zevalkink. 2007. “Soft Skills: The New Curriculum for Hard-Core Technical Professionals.” Techniques: Connecting Education and Careers (J1) 82 (5): 20–22.
  • Beddoes, K., and M. Borrego. 2011. “Feminist Theory in Three Engineering Education Journals: 1995–2008.” Journal of Engineering Education 100 (2): 281–303. doi:10.1002/j.2168-9830.2011.tb00014.x.
  • Blair, E. E., R. B. Miller, M. Ong, and Y. V. Zastavker. 2017. “Undergraduate STEM Instructors’ Teacher Identities and Discourses on Student Gender Expression and Equity.” Journal of Engineering Education 106 (1): 14–43. doi:10.1002/jee.20157.
  • Christov-Moore, L., E. A. Simpson, G. Coudé, K. Grigaityte, M. Iacoboni, and P. F. Ferrari. 2014. “Empathy: Gender Effects in Brain and Behavior.” Neuroscience & Biobehavioral Reviews 46: 604–627. doi:10.1016/j.neubiorev.2014.09.001.
  • Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. London: Routledge.
  • Crotty, M. 1998. The Foundations of Social Research: Meaning and Perspective in the Research Process. Sage. London.
  • Dasgupta, N., and J. G. Stout. 2014. “Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers.” Policy Insights from the Behavioral and Brain Sciences 1 (1): 21–29. doi:10.1177/2372732214549471.
  • Education Counts. 2017. Roll by FYL and Student type. Accessed 3 August 2018.
  • Education New Zealand. 2017. “5 Reasons to Study Engineering in New Zealand.” https://www.studyinnewzealand.govt.nz/blog/5-reasons-to-study-engineering-in-new-zealand/
  • Godwin, A., G. Potvin, Z. Hazari, and R. Lock. 2016. “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice.” Journal of Engineering Education 105 (2): 312–340. doi:10.1002/jee.20118.
  • Hill, C., C. Corbett, and A. St Rose. 2010. Why so Few? Women in Science, Technology, Engineering, and Mathematics. ERIC. Washington DC.
  • Huyer, S. 2015. Is the Gender Gap Narrowing in Science and Engineering. Paris, France: United Nations Educational, Scientific and Cultural Organisation.
  • International Engineering Alliance. 2014. “Graduate Attributes and Professional Competencies.” Accessed 16 May, 2018. http://www.gedcouncil.org/publications/graduate-attributes-and-professional-competencies
  • Konieczka, J. 2013. “The Hidden Curriculum.” Proceedings in ARSA-Advanced Research in Scientific Areas, 2 (1):250-252.
  • Lima, R. M., P. H. Andersson, and E. Saalman. 2017. “2017/01/02). Active Learning in Engineering Education: A (Re)introduction.” European Journal of Engineering Education 42 (1): 1–4. doi:10.1080/03043797.2016.1254161.
  • Mael, F., A. Alonso, D. Gibson, K. Rogers, and M. Smith. 2005. Single-Sex Versus Coeducational Schooling: A Systematic Review. Doc# 2005-01. US Department of Education. Washington DC.
  • Ministry for Women, N. 2018. “Qualification Attainment.” Accessed 3 August, 2018 http://women.govt.nz/work-skills/education-and-skills/qualification-attainment
  • Ministry of Education. 2007. The New Zealand Curriculum [Leaning Media]. Wellington, New Zealand.
  • Null, W. 2016. Curriculum: From Theory to Practice. Rowman & Littlefiel. Maryland, US.
  • Nuthall, G. 2007. The Hidden Lives of Learners. Nzcer Press Wellington, NZ.
  • Paten, C. J. K., N. Palousis, K. Hargroves, and M. Smith. 2005. “Engineering Sustainable Solutions Program.” International Journal of Sustainability in Higher Education 6 (3): 265–277. doi:10.1108/14676370510607232.
  • Scambler, G., and L. Martin. 2001. “Civil Society,the Public Sphere and Deliberative Democracy.” In Habermas, Critical Theory and Health, edited by G. Scambler. London: Routledge.
  • Weber, K. 2012. Gender Differences in Interest, Perceived Personal Capacity, and Participation in STEM-related Activities. Journal of Technology Education 24(1):18-33
  • Weber, K., and R. Custer. 2005. “Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods.” Journal of Technology Education 16 (2): 55–71. doi:10.21061/jte.v16i2.a.4.
  • World Economic Forum. 2014. The Global Gender Gap Report. Geneva: Switzerland. www3.weforum.org/docs/GGGR14/GGGR_CompleteReport_2014.pdf
  • Wren, D. J. 1999. “School Culture: Exploring the Hidden Curriculum.” Adolescence 34 (135): 593–596.
  • Yoder, B. 2015. “Engineering by the Numbers.American Society for Engineering Education.” https://www.google.com/url?q=https://www.asee.org/papers-and-publications/publications/college-profiles/15EngineeringbytheNumbersPart1.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.