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Counterworking Male Takeover during Class Room Activities in Superior Technical Education

Bränning, Camilla LU ; Dederichs, Anne S.; Petersson, Anna LU and Åstrand, Kerstin LU (2005) LTHs 3:e Pedagogiska inspirationskonferens, 2005 In [Host publication title missing]
Abstract
An increase in student activity is the goal of various pedagogic approaches and highly valued in most teaching situations. The benefits of student activation are widely discussed in literature (Fox, 1983), but possible drawbacks of such techniques need to be identified and compensations need to be found.

This paper discusses a case study concerning one particular course moment, a seminar, held over a two-year period in a program with a strong underrepresentation of female students. The study shows how changes in the pedagogic approach can lead to an increased student activity, although accompanied by a total male takeover of the class room activity. It seems like traditional social structures tend to take over the class room... (More)
An increase in student activity is the goal of various pedagogic approaches and highly valued in most teaching situations. The benefits of student activation are widely discussed in literature (Fox, 1983), but possible drawbacks of such techniques need to be identified and compensations need to be found.

This paper discusses a case study concerning one particular course moment, a seminar, held over a two-year period in a program with a strong underrepresentation of female students. The study shows how changes in the pedagogic approach can lead to an increased student activity, although accompanied by a total male takeover of the class room activity. It seems like traditional social structures tend to take over the class room activities, determining the roles that different gender groups may play (Parker, 1996; Olevard, 1997). At the same time, seminars are an important factor in the socialization of students, affecting the following cultural and structural development in the academia. “Hence, besides the content of the course, students attending seminars learn social structures as well, determining who may or may not speak” (Gunnarsson, 1995). The tools presented in this paper are applicable in any LTH classroom and also in future work places.

To counterwork male takeover, without suppressing the overall student activity, is the topic of this paper. Different pedagogic measures are analyzed in this context and discussed in the paper. (Less)
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author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
student activation, gender, feminism, SoTL
categories
Higher Education
in
[Host publication title missing]
publisher
Lunds Tekniska Högskola
conference name
LTHs 3:e Pedagogiska inspirationskonferens, 2005
language
English
LU publication?
yes
id
1ff1e288-fc46-455b-af98-ab2c8e267547 (old id 1626620)
date added to LUP
2010-12-28 14:21:35
date last changed
2016-04-16 09:26:32
@inproceedings{1ff1e288-fc46-455b-af98-ab2c8e267547,
  abstract     = {An increase in student activity is the goal of various pedagogic approaches and highly valued in most teaching situations. The benefits of student activation are widely discussed in literature (Fox, 1983), but possible drawbacks of such techniques need to be identified and compensations need to be found.<br/><br>
This paper discusses a case study concerning one particular course moment, a seminar, held over a two-year period in a program with a strong underrepresentation of female students. The study shows how changes in the pedagogic approach can lead to an increased student activity, although accompanied by a total male takeover of the class room activity. It seems like traditional social structures tend to take over the class room activities, determining the roles that different gender groups may play (Parker, 1996; Olevard, 1997). At the same time, seminars are an important factor in the socialization of students, affecting the following cultural and structural development in the academia. “Hence, besides the content of the course, students attending seminars learn social structures as well, determining who may or may not speak” (Gunnarsson, 1995). The tools presented in this paper are applicable in any LTH classroom and also in future work places.<br/><br>
To counterwork male takeover, without suppressing the overall student activity, is the topic of this paper. Different pedagogic measures are analyzed in this context and discussed in the paper.},
  author       = {Bränning, Camilla and Dederichs, Anne S. and Petersson, Anna and Åstrand, Kerstin},
  booktitle    = {[Host publication title missing]},
  keyword      = {student activation,gender,feminism,SoTL},
  language     = {eng},
  publisher    = {Lunds Tekniska Högskola},
  title        = {Counterworking Male Takeover during Class Room Activities in Superior Technical Education},
  year         = {2005},
}