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Ieee, Pawley AL. Gendered boundaries: Using a "boundary" metaphor to understand faculty members' descriptions of engineering. 2007;1398-1403
Ieee, & Pawley, A. L. (2007). Gendered boundaries: Using a "boundary" metaphor to understand faculty members' descriptions of engineering. 1398-1403.
Ieee, and Pawley, A L. "Gendered boundaries: Using a "boundary" metaphor to understand faculty members' descriptions of engineering." vol. (2007): 1398-1403.
Ieee, Pawley AL. Gendered boundaries: Using a "boundary" metaphor to understand faculty members' descriptions of engineering. 2007;1398-1403. UIID-AD: 725.
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2007;1398-1403.

Gendered boundaries: Using a "boundary" metaphor to understand faculty members' descriptions of engineering.

Ieee, A L Pawley

UIID-AD: 725

Abstract

Programs and theories that form around women's underrepresentation in engineering tend to use,pipeline or chilly climate metaphors for their theoretical foundation. This paper investigates a metaphor new to engineers, that of "boundaries," to help make visible the disciplinary work engineering faculty members regularly do that could construct academic engineering as a gendered field. Through quotations drawn from an interview-based study of 10 engineering faculty members, I explore ideas of boundary language and work, and suggest ways in which the conceptual boundary of engineering can be interpreted as gendered. This paper provides CSET audiences with a new "tool to think with" when considering gender in engineering.

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