Students' Perceptions of Male and Female Post-Secondary Agricultural Mechanics Welding Instructors
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| Title: | Students' Perceptions of Male and Female Post-Secondary Agricultural Mechanics Welding Instructors |
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| Language: | English |
| Authors: | S. Kjersti Decker, Michael L. Pate, Tyson J. Sorensen, Michelle S. Burrows, Katie Kraus, Don Edgar |
| Source: | NACTA Journal. 2024 68:121-130. |
| Availability: | North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Student Attitudes, Agricultural Education, Agricultural Engineering, Welding, Women Faculty, Gender Bias, Postsecondary Education, Teacher Characteristics |
| ISSN: | 0149-4910 |
| Abstract: | Females are underrepresented in construction and trades, including welding. Studies have shown that female students often face gender-associated challenges due to being enrolled in male-dominated education programs. Similarly, some female teachers in male-dominated disciplines face gender-associated challenges. Yet, little is known if such gender stereotypes and bias exist among post-secondary students in welding courses. The purpose of this quasi-experimental study was to examine students' perceptions of learning from both a female and male instructor in a post-secondary welding course. Data were collected during the 2022 spring and fall semesters through a pre-survey at week 4 and a post-survey at week 12 of the course. We examined differences in key variables based on the demographics of the students which included age, gender, and degree of study. Some statistical differences were found among male and female participants regarding their perceptions of learning from a male and female welding instructor, indicating potential gender bias among participants exists based on welding instructor gender. Future research should focus on the variables influencing female welding students' perspectives. Additional research with a larger sample size should be conducted to verify the results of this study. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450432 |
| Database: | ERIC |
| Abstract: | Females are underrepresented in construction and trades, including welding. Studies have shown that female students often face gender-associated challenges due to being enrolled in male-dominated education programs. Similarly, some female teachers in male-dominated disciplines face gender-associated challenges. Yet, little is known if such gender stereotypes and bias exist among post-secondary students in welding courses. The purpose of this quasi-experimental study was to examine students' perceptions of learning from both a female and male instructor in a post-secondary welding course. Data were collected during the 2022 spring and fall semesters through a pre-survey at week 4 and a post-survey at week 12 of the course. We examined differences in key variables based on the demographics of the students which included age, gender, and degree of study. Some statistical differences were found among male and female participants regarding their perceptions of learning from a male and female welding instructor, indicating potential gender bias among participants exists based on welding instructor gender. Future research should focus on the variables influencing female welding students' perspectives. Additional research with a larger sample size should be conducted to verify the results of this study. |
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| ISSN: | 0149-4910 |
