(Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education. Issue 8 (17th November 2021)

• Record Type: Journal Article
• Authors: Ottemo, Andreas; Gonsalves, Allison J.; Danielsson, Anna T.
• Is Part Of: Gender and education. Volume 33:Issue 8(2021)
• Page Start: 1017
• Page End: 1032
• Publication Date: 2021-11-17
• Subjects: Gender -- STEM education -- corporeality -- style; Sex discrimination in education -- Periodicals; Sex role -- Study and teaching -- Periodicals; Women -- Education -- Periodicals; Discrimination sexuelle en éducation -- Périodiques; Rôle selon le sexe -- Périodiques; Femmes -- Éducation -- Périodiques; 379.26
• DOI: 10.1080/09540253.2021.1884197
• Languages: English
• ISSNs: 0954-0253

Abstract

ABSTRACT: Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is also tightly connected to embodiment. Drawing on post-structural gender theory, we explore how notions of corporeality, style and aesthetics are articulated within computer engineering and physics settings at two higher education institutions, one in Canada, one in Sweden. Using empirical data from two case studies, we demonstrate that these disciplines are usually understood as 'gender neutral' by students but that interest and competence in these fields are simultaneously understood as embodied through neglect for style and corporeal aesthetics, in ways that contribute to the masculinisation of these fields.