Gendered Positions in Technology Education
A Discourse Analysis of Images From Swedish and Finnish Upper Secondary Schools
Bibliographic Data
| ID | 10219337 |
|---|---|
| Authors | Louise Björlin Svozil (0000-0003-2330-2776, Department of Learning in Engineering Sciences KTH Royal Institute of Technology Stockholm Sweden, corresponding author), Kristina Andersson (0000-0002-1333-0004, Department of Learning in Engineering Sciences KTH Royal Institute of Technology Stockholm Sweden), Arnold Pears (0000-0002-5184-4743, Department of Learning in Engineering Sciences KTH Royal Institute of Technology Stockholm Sweden) |
| Year | 2025 |
| Volume | 62 |
| Issue | 9 |
| Pages | 2001-2013 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.22031 |
| OpenAlex | W4407235267 |
| Language | EN |
| References cited | 49 |
Inclusivity in education is one of the fundamental objectives of the Swedish national curriculum for compulsory schooling. The accessibility of STEM education to students of different genders is essential in achieving this objective. This paper studies the images Swedish and Finnish upper secondary schools used to promote their university preparatory educational orientations, applying discourse analysis to the body of images. As the discourses imbue the orientations, certain positions are enabled for pupils. These positions prescribe who and what is seen as natural in the orientations. We find substantial differences in how the discourses are represented in the orientations. In the STEM orientations, pupils are constructed as less social than the other orientations. In the images from the technology programme, female pupils have a higher representation than actual enrolment, but in these images, they are less active than their male peers. Moreover, the female technology pupil is positioned as engaged with more creative technology subfields while their male peers engage with electronic experiments. This positioning of the female technology pupil is rather conditioning her presence than creating an attractive educational trajectory for her to assume
Discourse analysis · Linguistics · Mathematics education · Pedagogy · Science education · Secondary education · Sociology · Career Development and Diversity · Gender and Technology in Education · Gender Studies · Psychology · Teacher Education and Leadership Studies
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When Trying Hard Isn’t Natural
Gender and Media Representations
On the leaky math pipeline
All STEM fields are not created equal
Computing whether she belongs
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education
Gender identity development in adolescence
Personality and gender differences in global perspective
Relationship of gender differences in preferences to economic development and gender equality
Gender stereotypes can explain the gender-equality paradox
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Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM
Giving an Account of Oneself
Undoing Gender
Signaling Threat
‘More than boy, girl, male, female’
The Method of Culture Contrast
The problem of gender categorisation
School management, cultures of teaching and student outcomes
Tech-Savvy Men and Caring Women
Will I Fit in and Do Well? The Importance of Social Belongingness and Self-Efficacy for Explaining Gender Differences in Interest in STEM and Heed Majors
Ambient belonging
A Critique of the Stem Pipeline
The “Exceptional” Physics Girl
Cultural stereotypes as gatekeepers
Malleability in communal goals and beliefs influences attraction to stem careers
Gender Stereotypes
Understanding the science experiences of successful women of color
Why are some STEM fields more gender balanced than others
Introduction
Machines and Masculine Subjectivity
| Citation velocity | historical |
|---|---|
| Highly cited | No |