Gender in D&T

Ulrika Sultan

In D&T education, according to Ofqual (2023), a significant gender gap persists, with more boys than girls as the number of candidates in the subject. Despite various interventions such as girls-only engineering or IT activities (Corneliussen, 2024), this gap remains, posing a challenge and a collective setback for our shared future. The gender imbalance in enrolment is not merely a statistical anomaly but a missed opportunity. Society loses girls’ invaluable potential to drive transformation and innovation by not inviting them the chance to learn and contribute. The gender gap in design and technology education is more than an academic concern; it has become a poignant narrative of untapped societal enrichment.

Below is a glossary guide describing concepts that can be found in texts about gender and technology education.

Drawn from research about gender in design and technology education (Sultan 2022), the following factors have been identified that have implications for design and technology teachers:

• The key to gender inclusivity is developing activities engaging both sexes without making content more “girly” or “boyish”.
• Instead of focusing only on the end result, which can limit pupils' need and want to develop their abilities “to make mistakes to be able to learn”, inclusive teaching focusing on the design and technology process can foster a broad-minded and open atmosphere.
• Gender-conscious pedagogy involves reflecting on gender’s impact on learning, knowledge, and teaching, questioning stereotypes and expectations. For example, teachers can reflect on how they first see the pupil as a girl, boy, or person. If we see gender first, it will affect outcomes.
• Gender-inclusive methods encompass diverse problem-solving approaches, tinkering, open-ended problems, and sustainability-related tasks, such as being presented with a specific problem to solve but not being told how. The only tools for problem-solving are prior technological knowledge, materials, and tools. Here, the pupils, working in smaller groups within the classroom, it is key to let the pupils try and try again but also show their solutions to each other and let them explain how they were thinking as they worked closer to a solution. It is not a method of making perfect; it is a method of making, doing, and trying.
• Observing and addressing gender roles during collaborative work, rotating tasks, and challenging traditions promotes inclusivity.
• Boys may approach technical tasks in isolation, but contextual work can enhance girls’ engagement. However, it’s crucial not to stereotype or contradict the curriculum by stepping too far away from it whilst aiming for gender-sensitive lessons.
• Encouraging trial and error, discussion, and planning benefits all pupils, irrespective of gender, fostering self-identity and broadening perceptions.

Summary

In design and technology (D&T) education, a gender gap persists despite interventions. The gender disparity is more than statistical; it is a missed opportunity for societal enrichment. Research suggests ways of addressing gender imbalance in D&T education, emphasising inclusive teaching methods, gender-conscious pedagogy, diverse problem-solving, and challenging gender roles during collaborative work. Encouraging trial and error and fostering open discussions can benefit all students, promoting self-identity and broadening their perceptions of the subject and a future career in subject-related fields.

References 

Corneliussen, H.G. (2024). Women Fighting Gender Stereotypes in a Gender Egalitarian Culture. In: Reconstructions of Gender and Information Technology. Palgrave Macmillan, Singapore. 

Ofqual (2023) A level outcome

Sultan, U. (2022). Gendering the curriculum | 12 | v2 | Debates in design and technology. Taylor & Francis.

Connected work

Sultan, U., Axell, C. & Hallström, J. (2023). Bringing girls and women into STEM? Girls’ technological activities and conceptions when participating in an all-girl technology camp. International journal of technology and design education

Sultan, U. (2023). Girls’ technological knowledge. In: The 40th International Pupils’ Attitudes Towards Technology Conference: Proceedings. Paper presented at The 40th International Pupils’ Attitudes Towards Technology Conference (PATT40)

Sultan, U., Axell, C., & Hallström, J. (2020). Technical or not? Investigating the self-image of girls aged 9 to 12 when participating in primary technology education. Design and Technology Education

Further reading, free to read

ASPIRES project: A longitudinal research project studying young people’s science and career aspirations. 

Denz, S., & Eggink, W. (2019). Queer-Sensible Designing. 

Holmlid, S., Montaño, C., & Johansson, K. (2006). Gender and design: Issues in design processes. 

Report: Gendered patterns in use of new technologies. (n.d.). European Institute for Gender Equality.