The Elusive Nature of Gender Equity in Canadian Graduate Engineering Programs
Notice bibliographique
Résumé
The Elusive Nature of Gender Equity in Canadian Graduate Engineering Programs Juliette SweeneyDoctor of Philosophy Department of Leadership, Higher and Adult EducationOntario Institute for Studies in Education University of Toronto 2024 Abstract The “problem” of women in engineering, or rather what causes the lack of women in engineering, has been debated for decades within academia and industry; however, despite agreement that more women are needed in engineering, the proportion of Canadian licensed engineers who were women in 2023 was 20%. Canadian graduate engineering schools are a critical source of future engineering leaders but in 2022 only 27% of the graduating class was women. In this study I used a conceptual framework based on the work of Bourdieu and Suchman who argue that organizations seek various forms of legitimacy to justify their practices and policies. This study examines how Canadian graduate engineering schools reconcile the perceived tension between practices promoting gender equity and those enforcing academic rigor and how this tension reflects conflict between claims of moral and cognitive legitimacy. This research also analysed how tensions between equity and meritocracy inform the experiences of faculty and students. This work is important as gender wage and opportunity gaps in engineering need to be addressed. The engineering workforce also needs to become more heterogeneous as homogenous design teams produce flawed and inequitable products, such as air bags, facial recognition technology, and oximeters. The study included three phases: firstly, data calculations established women’s participation in graduate engineering programs over 2000-2019; secondly, equity, diversity and inclusion (EDI) and admission webpage analysis established how institutions attempted to reconcile the perceived tension between equity and meritocracy; and thirdly, interviews with 10 faculty and 20 students within a comparative case study at two institutions explored how these tensions played out within participants’ experiences. Findings included that: the proportion of women in graduate programs increased three percentage points between 2000-2019, institutions struggled to reconcile tensions between equity and meritocracy on their webpages, and participants seldom discussed diversity as including gender. Students and faculty experienced backlash to EDI and gender equity initiatives, men often ignored women’s contributions, and meritocratic practices promoted masculinist norms. Informal admission processes seldom considered equity and, at times, were neither equitable nor meritocratic. Participants saw senior leadership as critical in changing institutional culture and called for administration to acknowledge and address systemic barriers.
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Prédiction distillée sur la base complète
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».