Abstract
AbstractThis study examines the gender based learning issues of architectural education in a second year undergraduate architecture studio. It focuses on students’ learning dispositions, attitudes to, and perceptions of learning in the studio, their interpersonal relations with the tutors, and their learning motivations. By examining these issues, this study highlights that gender differences do exist in certain studio environments, and provides suggestions for change that would make learning in the studio more inclusive for all students.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
