Are engineering schools masculine and authoritarian? The mission statements say yes

Datos Bibliográficos

ID12976077
AutoresEmmeline De Pillis (University of Hawaii at Hilo, autor de correspondencia), Lisette de Pillis (Harvey Mudd College)
Año2008
Volumen1
Número1
Páginas33-44
Fecha de publicación2008-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Diversity in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 1938-8934 • E-ISSN: 1938-8926
EditorialAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/1938-8926.1.1.33
OpenAlexW2090525949
IdiomaEN
Citas recibidas11
Referencias citadas37

After reading the mission statements of 20 engineering and liberal arts schools, business students recorded their impressions of a hypothetical successful student at each institution. Based only on institutional mission statements, engineering students were deemed significantly more likely to be dominant, forceful, and masculine and significantly less likely to defend their beliefs, or to be soft spoken, eager to soothe feelings, feminine, or likable. Additionally, for male subjects, the higher their own level of authoritarianism, the more likely they were to indicate that a successful student at an engineering institution was someone like themselves. Authoritarianism had no such predictive value for female subjects. Our results may illustrate why engineering schools might be having trouble attracting a more diverse group of students: a culture of masculinity and hierarchy may be so deeply entrenched that it is evident even to causal observers

Authoritarianism · Democracy · Masculinity · Pedagogy · Political science · Politics · Public relations · Sociology · Gender Studies · Law · Legal Issues in Education · Management and Marketing Education · Organizational Strategy and Culture · Psychology · Social Psychology