{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127240"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127240","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Gendering of engineering education: A study of the hidden curriculum in undergraduate course syllabi","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_has_math":false,"creators":["Mendoza, Mirna"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Mason, Curtis","Pak, Yoon","Kang, Hyun-Sook","Lindgren, Samantha"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-04","date_published":"2024-12-04","updated_at":"2026-07-22T22:25:03Z","subjects":["Engineering Education","Gender Equity In Stem","Hidden Curriculum"],"languages":["en","eng"],"rights":["Copyright 2024 Mirna Mendoza"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/127240","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mason, Curtis","Pak, Yoon","Kang, Hyun-Sook","Lindgren, Samantha"]},{"key":"dc:creator","label":"Author","values":["Mendoza, Mirna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-12-04","2024-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Engineering Education","Gender Equity In Stem","Hidden Curriculum"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Mirna Mendoza"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/127240"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Mirna Mendoza, accepted the attached license on 2024-12-01 at 14:47.","The student, Mirna Mendoza, submitted this Dissertation for approval on 2024-12-01 at 15:01.","This Dissertation was approved for publication on 2024-12-04 at 17:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21431 on 2025-03-28 at 14:27:37","This study explores the role of the hidden curriculum in reinforcing gender inequities within undergraduate engineering education through the analysis of course syllabi. The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields, particularly in engineering, continues to perpetuate an environment dominated by men, leading to significant barriers for women. These barriers are not limited to explicit discrimination but are often embedded in the hidden messages conveyed by institutional documents such as syllabi. Using Critical Discourse Analysis (CDA) and the hidden curriculum as a theoretical framework, this study examines the implicit gendered messages within 31 undergraduate engineering course syllabi from the a large public university in Texas. The research investigates how syllabi may communicate assumptions about gender roles and contribute to the socialization of students regarding who belongs in engineering. The study seeks to answer two primary questions: (1) To what extent are implicit messages about gender conveyed through linguistic features in undergraduate engineering course syllabi? and (2) How has the representation of gendered language and messages in undergraduate engineering syllabi changed over time? By analyzing syllabi from various engineering disciplines spanning over a decade, the study identifies recurring themes such as gendered expectations, the marginalization of women students, and the reinforcement of masculine norms in engineering education. The findings highlight how the hidden curriculum can disadvantage women by normalizing a men-centered perspective within STEM classrooms. This research is particularly relevant given recent legislative changes in Texas, which have placed restrictions on diversity, equity, and inclusion (DEI) initiatives in public universities. This study provides insights into how institutional policies, even those perceived as neutral, can subtly perpetuate gender inequities. It calls for a reevaluation of how course materials, including syllabi, can be used to foster a more inclusive and supportive learning environment for women in engineering."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Gendering of engineering education: A study of the hidden curriculum in undergraduate course syllabi"]}]}],"canonical_facts":{"dc:contributor":["Mason, Curtis","Pak, Yoon","Kang, Hyun-Sook","Lindgren, Samantha"],"dc:creator":["Mendoza, Mirna"],"dc:date":["2024-12-04","2024-12"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Mirna Mendoza, accepted the attached license on 2024-12-01 at 14:47.","The student, Mirna Mendoza, submitted this Dissertation for approval on 2024-12-01 at 15:01.","This Dissertation was approved for publication on 2024-12-04 at 17:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21431 on 2025-03-28 at 14:27:37","This study explores the role of the hidden curriculum in reinforcing gender inequities within undergraduate engineering education through the analysis of course syllabi. The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields, particularly in engineering, continues to perpetuate an environment dominated by men, leading to significant barriers for women. These barriers are not limited to explicit discrimination but are often embedded in the hidden messages conveyed by institutional documents such as syllabi. Using Critical Discourse Analysis (CDA) and the hidden curriculum as a theoretical framework, this study examines the implicit gendered messages within 31 undergraduate engineering course syllabi from the a large public university in Texas. The research investigates how syllabi may communicate assumptions about gender roles and contribute to the socialization of students regarding who belongs in engineering. The study seeks to answer two primary questions: (1) To what extent are implicit messages about gender conveyed through linguistic features in undergraduate engineering course syllabi? and (2) How has the representation of gendered language and messages in undergraduate engineering syllabi changed over time? By analyzing syllabi from various engineering disciplines spanning over a decade, the study identifies recurring themes such as gendered expectations, the marginalization of women students, and the reinforcement of masculine norms in engineering education. The findings highlight how the hidden curriculum can disadvantage women by normalizing a men-centered perspective within STEM classrooms. This research is particularly relevant given recent legislative changes in Texas, which have placed restrictions on diversity, equity, and inclusion (DEI) initiatives in public universities. This study provides insights into how institutional policies, even those perceived as neutral, can subtly perpetuate gender inequities. It calls for a reevaluation of how course materials, including syllabi, can be used to foster a more inclusive and supportive learning environment for women in engineering."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127240"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Mirna Mendoza"],"dc:subject":["Engineering Education","Gender Equity In Stem","Hidden Curriculum"],"dc:title":["Gendering of engineering education: A study of the hidden curriculum in undergraduate course syllabi"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}