Students’ Perceptions of Male and Female Post-Secondary Agricultural Mechanics Welding Instructors
DOI:
https://doi.org/10.56103/nactaj.v68i1.168Keywords:
Gender bias, Welding, post-secondary, agricultureAbstract
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.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.
Downloads
References
American Association of Agricultural Education. (2020). Diversity, Equity, and Inclusion Survey Quantitative Results. https://aaea.wildapricot.org/resources/Documents/National/AAAE_DEI_Survey_QuantResults.pdf
Andersen, K., & Miller, E. D. (1997). Gender and student evaluations of teaching. Ps-Political Science and Politics. 30, 216–219. https://doi.org/10.2307/420499
Baxter, L., Stephens, C., Thayer-Bacon, B. (2011). Perceptions and Barriers of Four Female Agricultural Edcuators Across Genderations: A Qualitative Study. Journal of Agricultural Education, 52(4) 13-23. https://dx.doi.org/10.5032/jae.2011.04013
Battis, S. (2020, Jan. 15). Sparking passion: More girls enrolled in Big Spring High welding classes than ever before. CBS 7 https://www.cbs7.com/content/news/Welding--567026911.html
Bennett, S. K. (1982). Student perceptions of and expectations for male and female instructors: Evidence relating to the question of gender bias in 163 teaching evaluation. Journal of Educational Psychology, 74(2), 170–179. https://doi.org/10.1037/0022-0663.74.2.170
Bradley, H. R. (1971). A woman vocational agriculture teacher. The Agricultural Education Magazine, (44)2.
Cornell Law School. (2020) Legal Information Institute: Gender bias. Cornell Law School. https://www.law.cornell.edu/wex/gender_bias
Ellemers N. (2018). Gender Stereotypes. Annual Review of Psychology, 69 275- 298 https://doi.org/10.1146/annurev-psych-122216-011719
Gabriel, P. E., & Schmitz, S. (2007). Gender differences in occupational distributions among workers. Monthly Labor Review, 130(6), 19–24. http://www.jstor.org/stable/23806779
Halpern D., Aronson J., Reimer N., Simpkins S., Star J., Wentzek K. (2007) Encouraging girls in math and science. Washington, DC National Center for Education Research
Herrman, S.D., Adelman, R.D., Bodford, J.E., Graudejus, O., Okun M. A., Virginia S.Y. Kwan (2016) . The effects of a female role model on academic performance and persistence of women in STEM courses. Basic and Applied Social Psychology, 38:5, 25- 268, 10.1080/01973533.2016.1209757
Johnson, R., Christensen, L. (2020). Educational Research: Quantitative, Qualitative, and Mixed Approaches (7th edition). Sage Publications, Inc
Karakowsky, L., DeGama, N., & McBey, K. (2016). Deconstructing Higgins: gender bias in the Pygmalion phenomenon. Gender in Management, Vol. 32 No. 1, 2-18. https://doi.org/10.1108/GM-04-2015-0040
Karakowsky, L., DeGama, N. and McBey, K. (2012). Facilitating the Pygmalion effect: the overlooked role of subordinate perceptions of the leader. Journal of Occupational and Organizational Psychology. 85 579-599.
Kelsey K. D. (2006). Teacher attrition among women in secondary agricultural education. Journal of agricultural education, 47(3) 117-129 https://doi.org/10.5032/jae.2006.03117
Kelsey K.D. (2007). Overcoming gender bias with self-efficacy: A case study of women agricultural education teachers and preservice students. Journal of agricultural education, 48(1) 52-63 https://doi.org/10.5032/jae.2007.01052
Knight, J. (1987). Current status of women teachers of vocational agriculture in Ohio and their perception of their place in the profession. Proceedings of the National Agricultural Education Research Meeting. 223-236.
Leaper, C. (2015). Do I Belong?: Gender, Peer Groups, and STEM Achievement. International Journal of Gender, Science and Technology, 7(2), 166–179. Retrieved from https://genderandset.open.ac.uk/index.php/genderandset/article/view/405
Oliveria, Erica (2011). Women in STEM – What’s the Problem. Technology and Engineering Teacher 71(3). https://www.academia.edu/36376684/Women_in_STEM_Whats_the_Problem
MacNell, L., Driscoll, A., Hunt, A. (2015) What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching. Innovative Higher Education, 40, 291-30 https://doi.org/10.1007/s10755-014-9313-4
Mitchell, K., & Martin, J. (2018). Gender Bias in Student Evaluations. PS: Political Science& Politics, 51(3), 648-652. https://doi:10.1017/S104909651800001X
Montoya, R. M., Horton, R. S., Kirchner, J. (2008). Is actual similartiy necessary for attraction? A met-analysis of actual and perceived similarity. Journal of Social and Personal Relationships Volume 25, issue 6 867-1007. https://doi.org/10.1177/0265407508096700
Saucier, P. R., & McKim, B. R. (2011). Assessing the Learning Needs of Student Teachers in Texas regarding Management of the Agricultural Mechanics 173 Laboratory: Implications for the Professional Development of Early Career Teachers in Agricultural Education. Journal of Agricultural Education, 52(4), 24-43. https://doi/10.5032/jae.2011.04024
Seldman, G., (2018, December 18). Why Do We Like People Who Are Similar to Us? Psychology Today. https://www.psychologytoday.com/us/blog/closeencounters/201812/why-do-we-people-who-are-similar-us
Shultz, M. J., Anderson, R. G., Shultz, A. M., & Paulsen, T. H. (2014). Importance and Capability of Teaching Agricultural Mechanics as Perceived by Secondary Agricultural Educators. Journal of Agricultural Education, 55(2), 48-65. https://doi.org/10.5032/jae.2014.02048
Smith, A. R., Foster, D. D., Lawver, R. G. (2021). National Agricultural Education Supply & Demand Study, 2021 Executive Summary. Retrieved from: http://aaaeonline.org/Resources/Documents/NSD
Sullivan, L. (2008). Repeated Measures. Circulation, Vol. 117, 1238-1243. https://doi.org/10.1161/CIRCULATIONAHA.107.654350
Thompson, O. E. (1986). Profile of vocational agriculture teachers: Trends in number, sex, preparation, and satisfaction of credential recipients. (ERIC Document Reproduction Service No. ED 273 789).
The Center for Construction Research and Training. (2007). The Construction Chart Book 4th Edition. Electronic Library of Construction Occupational Safety & Health, 4 th (9-18), 18. https://doi.org/https://www.elcosh.org/document/1059/247/d000038/sect18.
Tummons, J. D., Langley, G. C., Reed, J. J. & Paul, E. E. (2017). Concerns of female preservice teachers in teaching and supervising the agricultural mechanics laboratory. Journal of Agricultural Education, 58(3), 19-36. https://doi.org/10.5032/jae.2017.03019
U.S. Bureau of Labor Statistics. (2021). Labor Force Statistics from the Current Population Survey. U.S. Bureau of Labor Statistics. Retrieved January 14, 2022, from https://www.bls.gov/cps/cpsaat18.htm
Vancouver, J. B., & Ilgen, D. R. (1989). Effects of interpersonal orientation and the sex-type of the task on choosing to work alone or in groups. Journal of Applied Psychology, Vol. 74, 927-934. https://doi.org/10.1037/0021- 9010.74.6.927
William, B. (2021, Nov. 3). Girls weld too!: ‘Non-Traditional Student’ in a welding program producing results. The Rogersville Review https://www.therogersvillereview.com/rogersville/article_99c5836b-ca3b5540-9718-ceec18dc9b1e.html
