Foregrounding Gender Equity in the Learning Sciences

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-4 - Learning Sciences SIG Poster Session

Abstract

Designing for learning, a common goal for the Learning Sciences, requires a commitment to recognizing how learning ought to be organized. This paper explores how as a field we ought to think about gender equity in learning. Using qualitative research methods, I investigated the discipline of engineering education, a discipline historically, and continuing to be, disproportionately male. I draw on theories of situated learning, gender performativity, and spatial practice to analyze the ways in which gender is constructed, produced, and performed in practice as well as how gender is made consequential in learning to become an engineer, demonstrating the need for greater understanding of gender in learning theory more broadly.

Author

• Joanna R. Weidler-Lewis, University of Colorado - Boulder