Gendered Interpretation of Legitimate Knowledge: How Female Engineering Students Construct Meaning in Military Technology Class

• In Event: Poster Session 4
  In Poster Session: Contemporary Topics in Engineering Education Research

Abstract

Informed by social-constructivist and standpoint feminist theories, this ethnographic study explored how male/female students evaluated the authenticity of knowledge presented in a military technology class. Findings suggest that female students upheld different reasons for legitimate knowledge from those of their male peers; they also actively interpolated the idea of caring while experiencing tension between their care-oriented disposition and combat-related course contents.

Authors

• Jae Hoon Lim, University of North Carolina - Charlotte

• Claudia G Interiano, University of North Carolina - Charlotte

• Peter Tkacik, University of North Carolina - Charlotte

• Jerry L Dahlberg