Female Pre-Service Elementary Teachers’ Conceptualizations of Engineers and Engineering: A Critical Consciousness Perspective

Abstract

ABSTRACT The purpose of this study was to address issues of potential gender bias in pre-service elementary teachers’ conceptions of engineers and engineering using Freire’s (2018) Critical Consciousness perspective. By identifying the biasness as causal and structural attributions, the study also aimed to construct a critical pedagogy framework for future pre-service elementary teachers to reflect on and to radically reimagine and transform potential gender bias in their conceptions of engineers and engineering. Drawings of engineers and narratives of drawings from 115 pre-service elementary teachers served as data. The analysis comprised a two-step process: (1) identification of patterns through an inductive analysis of the data; and (2) analysis of patterns from the Critical Consciousness perspective to generate themes. Themes included: (1) depictions of male engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of strong disciplinary backgrounds in mathematics and science while depictions of female engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of computing, designing, and coding. (2) depictions of male engineers’ “work” of engineering being related to tangible outcomes like physical products, and (3) depictions of male engineers as authority figures and having the ability to lead the work of engineering. The critical pedagogical framework constructed is a step toward developing a tool for critically reflecting, and radically imagining, reimagining, and thus transforming inequities inherent in future pre-service elementary teachers’ conceptualizations of engineers and engineering.