Service interruption on Monday 11 July from 12:30 to 13:00: all the sites of the CCSD (HAL, Epiciences, SciencesConf, AureHAL) will be inaccessible (network hardware connection).
Skip to Main content Skip to Navigation
Journal articles

Perception by French students of the gendered nature of material artifacts studied in technology education

Abstract : Many studies have shown the importance of the socio-cultural factors that lead girls to desert scientific and technological courses. Over a long period, the contents of the French technology education (TE) college curricula may well have contributed to strengthening the feeling among girls that this discipline was better suited to boys. The choice of technical artifacts that embody the knowledge taught could be partially responsible for this. Our investigation was conducted in two stages. Firstly, we made an inventory of artifacts presented in four TE schoolbooks for the 6th grade. Secondly, we submitted this list to a population of 98 girls and boys (12–14 years). Our results indicate that most of these artifacts were categorized as mixed. However, those that are classed as masculine are more numerous than feminine one’s. They are also more prevalent among girls and their number increases with age. The grouping of these artifacts by families also shows gender differences.
Document type :
Journal articles
Complete list of metadata

Cited literature [58 references]  Display  Hide  Download
Contributor : Marjolaine Chatoney Connect in order to contact the contributor
Submitted on : Monday, February 10, 2020 - 5:03:56 PM
Last modification on : Sunday, June 26, 2022 - 10:18:25 AM
Long-term archiving on: : Monday, May 11, 2020 - 3:23:30 PM




Colette Andreucci, Marjolaine Chatoney. Perception by French students of the gendered nature of material artifacts studied in technology education. International Journal of Technology and Design Education, Springer Verlag, 2017, 27, pp.1-18. ⟨10.1007/s10798-015-9329-9⟩. ⟨hal-02473439⟩



Record views


Files downloads