27 SES 11 A JS, Science Identities: Methodological considerations within an emerging field of research
Joint Symposium NW 27 and NW 33
Previous engineering education research concerned with inclusion and exclusion has typically focused on female underrepresentation and the identity work necessary for women in engineering (cf. Tonso 1999, Phipps 2008). This presentation has dual purposes; one empirical and one methodological. The empirical object under investigation is how social class is negotiated in male engineering students’ narratives about ‘educational choice’ and professional trajectories, with a particular focus on how trajectories into, through, and out of engineering educations are constructed. The methodological purpose is to discuss the affordances and constraints of using a small-scale ethnographic approach for exploring students’ identity constitution in the context of engineering education. The empirical data was collected within the bachelor Engineering Mechanics Programme (EMP) and consists of interviews with six engineering students, video-diaries recorded by the interviewed students, ethnographic field-notes from lectures and video-recordings or project work. Engineering educations are currently being transformed, both to attract new groups of students (e.g. women) and to provide the students with broader skill-sets than those traditionally included in engineering educations (e.g. team working skills). The EMP was chosen as it, as educating for a traditional branch of engineering, is likely to incorporate tensions between traditional and contemporary notions of engineering. The ethnographic observations and video-recordings of project work show an enactment of a passion for technology, but also an instrumental approach to the education and the completion of the project (see also, Ottemo 2015). The interviews and video-diaries provide additional means of exploring this passion/instrumental tension in relation to the students’ conceptualisation of engineering education practices, in particular the extent to which they take pride in the completion of the product of their project work. A reoccurring theme in the interviews and video-diaries is also students’ negotiations of tensions between practical and theoretical/analytical aspects of engineering, something that can be interpreted in relation to a doing of social class (Gonsalves et al. 2016). The presentation will discuss further examples of findings, as related to particular methods for data collection and how the data collection methods complement one another.
Gonsalves, A., Danielsson, A. & Pettersson, H. (2016). Masculinities and experimental practices in physics: The view from three case studies. Physical Review Physics Education Research, 12(2). Ottemo, Andreas (2015). Kön, kropp, begär och teknik: Passion och instrumentalitet på två tekniska högskoleprogram. Diss. Gothenburg: University of Gothenburg. Phipps, A. (2008). Women in Science, Engineering and Technology: Three Decades of UK Initiatives. Stoke-on-Trent: Trentham. Tonso, K. (1999). Engineering gender – gendering engineering: A cultural model for belonging. Journal of Women and Minorities in Science and Engineering, 5(4), 365-405.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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