Gendering of engineering education: A study of the hidden curriculum in undergraduate course syllabi

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2024

Author dc:creator

• Mendoza, Mirna

Contributors dc:contributor

• Mason, Curtis
• Pak, Yoon
• Kang, Hyun-Sook
• Lindgren, Samantha

• Engineering Education
• Gender Equity In Stem
• Hidden Curriculum

Statement dc:rights

• Copyright 2024 Mirna Mendoza

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/127240

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F127240