Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 106-109.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 102-108.

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 76-80).

Thesis (Ph. D.)--Florida State University, 2005. / Advisors: Dr. Sherry A. Southerland, Florida State University, College of Education, Dept. of Middle and Secondary Education, and Dr. Penny J. Gilmer, Florida State University, College of Arts and Sciences, Dept. of Chemistry and Biochemistry. Title and description from dissertation home page (viewed Sept 19, 2005). Document formatted into pages; contains xi, 249 pages. Includes bibliographical references.

Thesis (Ph. D.)--History, Technology and Society, Georgia Institute of Technology, 2007. / Rosser, Sue V., Committee Member ; Alexander, Eleanor, Committee Member ; Bayor, Ronald, Committee Member ; Hammonds, Evelynn M., Committee Member ; Usselman, Steven W., Committee Co-Chair ; Pearson, Willie Jr., Committee Co-Chair.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: x, 194 p. : col. ill. UMI publication number: AAT 3258405. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.) -- University of Rhode Island, 2008. / Typescript. Includes bibliographical references (leaves 104-113).

Orientador: Maria Conceição da Costa / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-11T12:57:10Z (GMT). No. of bitstreams: 1 Figueiredo_LuizCarlosde_M.pdf: 6757098 bytes, checksum: 55e4b45abd1d127b38d2e5e8a8606503 (MD5) Previous issue date: 2008 / Resumo: Os estudos de gênero e tecnologia apontam que a engenharia é um reduto da masculinidade. Considerando a engenharia como o cerne da tecnologia e que esta é um processo de construção social com significativa participação das mulheres, este trabalho analisa o processo de ensino-aprendizagem em um centro federal de educação tecnológica. O fio condutor é a aparente neutralidade do processo de ensino-aprendizagem empregado na educação tecnológica. Os sujeitos dos estudo são os professores ¿ homens e mulheres ¿ e os alunos ¿ homens e mulheres ¿ do curso técnico de Construções Prediais e de graduação superior de Controle Tecnológico de Obras. O corpo teórico que ancora este trabalho, guia-se pelas autoras dos estudos feministas inseridas nos Estudos Sociais da Ciência e Tecnologia. Por oportuno este trabalho examina a história recente do ingresso de mulheres no Centro Federal de Educação Tecnológica de Mato Grosso ¿ CEFETMT - com ênfase no curso técnico de Edificações que deu origem aos cursos referidos acima. As questões norteadoras deste o trabalho foram: a prática dos professores do CEFETMT reforça as desigualdades em relação ao gênero? As professoras modificam as condições de assimetria em relação ao gênero? Os professores consideram o gênero na socialização dos conhecimentos tecnológicos explícitos? O percurso metodológico constou de entrevistas e grupos focais alicerçado pelos dados primários levantados no CEFEMT e os indicadores nacionais da educação superior e de nível técnico. Os resultados indicaram que houve um intenso ingresso de mulheres na Área Educacional da Construção Civil, nos anos 1970 e 1980 e depois uma tendência à masculinização, nessa área, a partir da década de 1990; que o gênero tem importância significativa no processo ensino-aprendizagem; que os artefatos são elementos importantes na construção dos espaços sociais e que alunos e professores incorporam suas crenças pessoais, a respeito do que é ser homem ou mulher, para definirem um modus faciendi de construir a educação tecnológica. Este trabalho indica que há necessidade do estudo de gênero em mutualidade com a tecnologia, para apontar soluções que diminuam a massiva masculinidade da ocupação da engenharia de maneira que os problemas tecnológicos da construção civil tenham soluções em interações sociais de eqüidade para homens e mulheres / Abstract: The studies of gender and technology reveal that engineering is a redoubt of masculinities. Considering engineering as a core of the technology and it is as a social construction process with significant participation of the women, this research analyzes the teaching learning process at a federal center for technological education. The conducting wire is the apparent neutrality of the teaching learning process used in the technological education. The subjects of this study were the teachers - men and women - and the students - men and women - from the Buildings Constructions technician course and the graduation course of Technological Buildings Control. The theoretical foundation that anchors this study, are based on the authors of the feminist studies inserted in the Social Studies of Science and Technology. An opportune time this study examines the recent history of the women entrance in the Federal Center for Technological Education of Mato Grosso - CEFETMT - with emphasis in the Buildings technician course that originated the before mentioned courses. The conducting posed questions of this investigation were: Do the teachers¿ practices of the CEFETMT strengthen the gender inequalities? Do the female teachers modify their conditions of asymmetry in relation to gender? Do the male teachers consider gender in the socialization of the explicit technological knowledge? The methodological approach counted on interviews, focus groups sustained by the primary data raised at CEFEMT and the national indicators information of higher and technical education. The findings indicated an intense entrance of women in the Educational Area of the Civil Construction, in years 1970 and 1980 and later on the existence of a masculinization trend in this area. From the decade of 1990 on gender has significant importance in the teaching learning process; the artifacts are important elements in the construction of the social spaces and the students and teachers incorporate their own beliefs, regarding what it means to be man or woman, to define a modus faciendi to construct the technological education.This dissertation indicates the necessity of gender mutuality studies with technology to point out solutions that diminish the massive masculinity occupation in engineering area, thus, the technological problems of the civil construction offer solutions in social interactions of impartiality for men and women / Mestrado / Mestre em Política Científica e Tecnológica

Helen Grange profiles four women who've fearlessly taken on the complex predominantly male-dominated field of science.

This work is a feminist study that aims to address a gap in knowledge about the working lives and learning of those employed in electronic, globalising industries, such as localisation. While much is known generally about the under-representation of women in SET (Science, Engineering and Technology), there has been less detailed study that explores the gendering of working lives in electronic knowledge industries which are a crucial part of the technological globalising process. Taking the localisation industry as a case, the present work addresses this lack. Localisation involves making an electronic product or website linguistically and culturally appropriate for people to use in another country/region and language. Workers in the industry adapt printed and electronic texts (and products) for distribution in overseas markets. The study is based on interviews with 10 workers and company owners from the UK, continental Europe, Ireland and South America. A critical feminist approach supports the analysis of interview data using CDA (Critical Discourse Analysis), and participant observation at a conference to reveal power relations which are seemingly hidden in the virtual sphere. Remote forms of working, mediated through the use of ICTs (Information and Communications Technologies) predominate in the industry. The findings are presented in three areas of analysis. Firstly, in relation to workers’ identities the study revealed that technology was a discursive resource used symbolically. While technology represented quality, domestication was used antithetically to indicate its lack. In the analysis this constituted a technologisation of identities. Secondly, workers’ learning trajectories revealed tensions in between knowledge work and accreditation. In relation to technology per se, image creation was central to localisation and the separation of the image from work practices concealed workers’ contributions. In this way the emotional labour invested in the production of the localised image was hidden. Thirdly, the study revealed ways in which global structures interacted with industry boundaries and intersected gendered cultures with implications for professional learning.