Student Learning and Gender

Abstract

Abstract Using a qualitative research design and an anthropological theory of learning, I studied a sophomore design class to investigate how teams of women and men student engineers acquired and shared scientific and technical knowledge while developing solutions to real‐world problems for government and industry clients. The course provided a forum where women and men students not only learned technical information critical to their project, but also learned how to function as engineers on a team. The design class improved some women students' experiences, but these opportunities did not exist for all women in the class or in all settings on the campus. In spite of its notable successes, some facets of the organization of the course, its implementation by the faculty, and students' beliefs that their work was “basically useless” detracted from collaborative aims. These findings suggest classroom practices to create and maintain an environment where all students can participate and learn.