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UID:pretalx-2024-MDYMHA@conferences.acspri.org.au
DTSTART;TZID=AEST:20241128T170000
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DESCRIPTION:Engineering has historically been shaped by socio-historic cond
 itions and traditional masculine norms. Originating in military contexts w
 ith violent and mechanistic undertones\, it privileges traits often associ
 ated with normative masculinity. This deeply ingrained culture not only fo
 sters gender-based marginalization but also gains legitimacy as the status
  quo. Gender based marginalisation is therefore rife in nearly all enginee
 ring environments\, both in the subversive idealisation of depoliticizatio
 n\, meritocracy\, competition and neo-liberal individualism\, in addition 
 to overt sexism and misogyny through symbolic violence\, spotlighting\, st
 ereotype threat and many more. Consequently\, engineering culture delivers
  benefits to white\, heterosexual\, able-bodied\, middle-class men in the 
 form of a patriarchal dividend. Such a dividend ensures the ongoing domina
 nce and privilege of this group who are invited to view themselves as fear
 less\, enlightened benefactors rather than self-serving recipients of a bi
 ased social system. This begs the question of how these privileges are soc
 ially reproduced within our tertiary engineering education system. The leg
 itimating and reproduction of this dominance can be conceptualised as hege
 monic masculinity. Connell and Messerschmidt (2005) assert that such an un
 dertaking necessitates holistic understandings of gendered hierarchies thr
 ough the understanding of the mutual conditioning of gender dynamics betwe
 en the dominant and subordinated groups. This requires nuanced understandi
 ngs of the constructions of gender negotiations within engineering social 
 institutions\, an avenue of research that has often been overlooked in fav
 our of problematising students from underrepresented groups. Such an appro
 ach not only illuminates the root causes of hegemonic masculinity within e
 ngineering but also provides stakeholders with the scope to dismantle thes
 e regimes. Tertiary engineering programs rely heavily on team-based learni
 ng\, small scale social institutions that exist at the coalface of margina
 lising social practice and the associated promotion of hegemonic masculine
  culture. \nThis qualitative constructivist grounded theory study aims to 
 understand these mechanisms of hegemonic masculine culture reproduction. T
 his theory will be grounded in intensive semi-structured interviews with s
 tudents and academics at Monash University in addition to videographic obs
 ervational analysis of in-class teamwork interactions with the use of 360-
 degree table cameras. This poster presentation will outline the specific m
 ethodological challenges and opportunities encountered from adopting these
  aforementioned methods in the initial sampling phase of a doctoral study.
  In doing so\, motivating the application of constructivist grounded theor
 y approaches in critical studies of the sociology of education and leverag
 ing complementary and innovative methods of qualitative data collection.
DTSTAMP:20260308T064957Z
LOCATION:Drawing Room
SUMMARY:A Constructivist Grounded Theory Study of Hegemonic Masculinity in 
 Tertiary Engineering Teams: Methodological Challenges & Opportunities - Ca
 llum Kimpton
URL:https://conferences.acspri.org.au/2024/talk/MDYMHA/
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