Experiences Of Women Students Research Articles

Experiences of women students in Engineering studies at a TVET college in South Africa

This article explores the experiences of women students in an Engineering programme at a South African technical and vocational education and training (TVET) college. Drawing on the capabilities approach as the study’s theoretical framework, the author interprets what women go through as they navigate college and transition into the labour market. While there is a growing literature on post-school education, particularly on TVET, few studies focus on the experiences of women students in traditionally male-dominated programmes such as Engineering. Furthermore, South African education and training policies since 1994 make reference to a commitment to resolving the inequalities under the previous apartheid government, specifically with regard to gender inequality. Through a case study approach, the research reported on in this article sought to understand how the democratic government’s commitment to social justice was being implemented and experienced on the ground, and, more particularly, whether it is improving the position of women students. Qualitative data obtained through in-depth interviews were collected in two phases from 14 women in their final trimester of the National Accredited Technical Education Diploma (NATED) programme and about six months after that. The findings show that the students face various challenges while they persist with their education, and also in obtaining either internships or employment. By highlighting the experiences of women in TVET, it is hoped thatthis understanding will help to persuade the government to embrace social justice in the postschool sector so as to enhance the study and employment opportunities of women who enrol in Engineering.

Table of Contents

page iv. Editorial team
 page v. Acknowledgements
 page vi. Editorial - Joy Papier
 page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
 page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
 page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
 page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
 page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
 page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
 page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
 page 143. Interview with Adrienne Bird - Johann Maree
 page 153. Contributor biographies
 page 156. Editorial policy
 page 158. Call for papers: JOVACET 4(1), 2021

Gender Dynamics: A Case Study of Role Allocation in Engineering Education

The underrepresentation of women in engineering remains a problem till this day, where women made up 4% of its registered professional engineers in South Africa in 2014. The experience of women engineers in industry and women students in engineering courses can play a significant role in their decision to remain in engineering or pursue a different career path. The investigation of gender dynamics in small groups of engineering students, specifically focusing on the participation and role allocation of women students, can shed light on the experiences of women students in the engineering education environment. This paper shows that, although women engineering students are still in the minority in engineering courses, many are active participators in groups and fulfill leadership roles in those groups.

Campus Safety: Perceptions and Experiences of Women Students

The purpose of this research was to examine the campus experiences of undergraduate and graduate women students at a research university. Although it has been more than 20 years since the term "chilly campus climate" was described in Hall and Sandler's (1984) seminal work, this study found such a climate, in terms of campus safety, still exists for women students. Across race, university classification, and level of involvement, the women students in this study reported a chilly campus climate that served to further perpetuate a culture of fear women students felt for their campus safety.