In light of the uncertainty linked to climate change, this presentation provides insights from an ongoing study on gender and sustainability in Green-Tec study programmes in Germany. For this presentation, ‘climate change [is] to be understood as a “thing” that is unbounded, contingent and indeterminate’ (Kirby & Webb 2021, p. 2, original italics). Taking into account space and time, climate change is complex and diffuse, requiring accepting and engaging with uncertainty.
In this context, we observe an increased debate on climate change at political and societal levels, for instance, through the Greta Thunberg and Fridays for Future movements. In recent years, Greta Thunberg has become a global media 'role model' for young women and a 'newcomer innovator' (Revsbaek, 2014) in the context of political action. As a socially dynamic movement, Fridays for Future movements have discursivised questions of sustainability and future durability, leading to the institutionalisation of the sustainability discourse (Wahlström et al., 2019).
This transformation at political and societal levels also leads to re-imagining and re-conceptualising STEM (science, technology, engineering and mathematics) study programs through integrating issues and subjects related to sustainability. So far, non-traditional students who are female students from non-academic or non-technical backgrounds are strongly underrepresented in the Tec sector (Gilardi & Guglielmetti, 2011). Preliminary studies show, however, that GreenTec can serve as a 'door opener' for attracting and retaining female and other represented student groups for STEM study programs and careers (Spangenberger, 2016).
From a discourse-analytical perspective (Weber & Wieners, 2018) and using image-based research methodologies and methods (Wieners & Weber, 2021; Wolffram 2022/i.e.), this presentation focuses on the performative organising (Wieners & Weber, 2020a) in higher education practice (Weber & Wieners 2022/i.e.). In particular, the presentation explores the support mechanisms for non-traditional students through website analysis and image-based interviews. It asks to what extent sustainability in Tec studies attracts more female and other non-traditional students and which support mechanisms help them complete their studies and integrate into the labour market.
The study finds that- depending on the institutional context and the individual privileges-although sustainability attracts NTS to study GreenTec, support and advice structures offered by the university, such as mentoring, help students to remain and complete the degree, especially in uncertain times. In this sense, ‘moments of uncertainty offer a rupture of la politique, and the possibility of alternative ways of knowing, doing and being‘ (Kirby & Webb, 2021, p. 16).
