Perceived Parental and Teaching Staff Supports in Women From Engineering Degrees Through Their Own Voices

• In Event: Marriott Roundtable Session 15
  In Roundtable Session: Career and Technical Education Roundtable 2

Abstract

The influence of perceived social supports/barriers on undergraduate women from engineering degrees is analyzed. Through a qualitative methodological perspective, we will analyze which life events influenced on their academic and career decisions. Findings were obtained through the life stories. Eleven students from several engineering degrees in a Spanish University have participated in the study. Findings revealed that games and out of school activities chosen by parents during their childhood, influenced these girls on their adult decisions. Additionally, there was a great influence of siblings’ supports. Moreover, perceived teacher supports were related in their narratives to better learning climates, to the development of more challenging lessons (mainly in mathematics) and to the opportunity to have a better guidance counselling.

Authors

• Mercedes Inda-Caro, University of Oviedo. Faculty of Teacher Training and Education

• Paulina Viñuela-Hernández, University of Oviedo

• Carmen Rodríguez-Menéndez, University of Oviedo

• Omar García-Pérez, University of Oviedo

• Lindsay Martínez-García, University of Oviedo

• Sara Rodríguez-Pérez, University of Oviedo

• Carmen-María Fernández-García, University of Oviedo

• Susana Torío-López, University of Oviedo

• José-Vicente Peña-Calvo, University of Oviedo