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Grade 12 women tell stories of their lives in a technology-enhanced drafting classroom
THESIS

, The University of Regina , Canada

The University of Regina . Awarded

Abstract

This qualitative study presents and reflects upon the lived experiences of adolescent girls studying and learning architectural drafting, a discipline traditionally reserved for males. Using data collected through ethnographic interviews and participant observation, this study describes and interprets stories told by six grade twelve students who attend a high school in a mid-sized Western Canadian city. The girls' stories of personal and social interactions shed light on their experiences of gender and schooling.

This study makes six basic assertions: (1) The girls experience the classroom as stressful. (2) The boys in the class behave in ways that are consistent with sexism in the larger society. (3) The girls benefit from the approval of male figures in their lives outside of school who support their study of architecture. (4) The daily use of technology in learning is helpful to the girls. (5) The girls experience the study of architectural drafting as enjoyable, active, and challenging. (6) The girls value their female teacher as a guide, a help, and a role model.

Findings for this study conclude that adolescent girls suffer from sexism still, but that technology can help them cope at school. The study also concludes that girls studying architectural drafting will benefit from the presence of a female teacher/role model who advocates and intervenes for them; the presence of a significant and supportive male figure in their lives; and a technological classroom environment which includes a well designed on-line drafting resource that can help them learn independently.

Citation

Yakubowski, D.J. Grade 12 women tell stories of their lives in a technology-enhanced drafting classroom. Master's thesis, The University of Regina. Retrieved April 21, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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