De-constructing technology’s masculinity

Several studies conducted by the European Union (e.g., Eurostat 2004, Implementation of “education & training 2010” work programme) demonstrate that women and girls are consistently significantly underrepresented in technological education, areas, and jobs. This is highlighted in the Joint Interim Report “Education and Training 2010” by the European Commission under the domain of Maths, Science and Technology (MST). The joint report highlights the persistent shortage of women in technical fields and calls on Member States to encourage the development of a technical culture among its citizens. In particular, it was recommended that action be taken to motivate young people, especially girls, to undertake scientific and technical studies and careers. In this paper we will explore issues related to the delivery of technology education in the middle and secondary school sectors. Other papers in this special edition consider various curricula from around Europe and offer an analysis of early years and primary education in this respect. We do not intend to undertake an in-depth analysis of technology education curricula in the secondary sector but will, rather, explore the kinds of perceptions that are held by school students about technology and technology education when they enter into the secondary stages. We will argue that technology education is perceived to be masculine in nature, procedural in delivery and lacking in any conceptual dimension. This, we will claim, serves to restrict female interest in the subject. We will also discuss a case study undertaken in the name of the UPDATE project that attempts to redress this imbalance. It should be noted, however, that whilst the emphasis in this paper is on the female, it must be acknowledged that the same conclusions will also hold for many males.