Searching for ways to encourage girls to study technology in primary education

Abstract

Introduction: Equality and non-discrimination must be actively promoted as part of education, guidance and school culture while also dismantling practices that prevent equality. All pupils must be provided with equal opportunities to acquire the knowledge and skills required in society and working life. (Ministry of Education and Culture, 2010.) Traditionally craft as a school subject in Finland has been divided into technical work and textile work, and pupils have to choose which content area to study after grade 4. Boys have mainly chosen to study technical and girls textile craft. National Framework Curricula (1994 and 2004) and the Committee on Alleviation of Segregation (2010) advocate that the introduction to craft encompasses technical and textile craft contents and should be implemented with the same content for all pupils (Ministry of Education and Culture, 2010). However, this division has been maintained in schools and is still a reality for many pupils. Several studies conducted by the European Union (e.g., Eurostat 2004, Implementation of “education & training 2010” work programme) demonstrate that women and girls continue to be dramatically underrepresented in education, fields, and jobs related to technology. The UPDATE - Understanding and Providing a Developmental Approach to Technology Education - project revealed that there is a great demand for new learning materials and pedagogical practices in technology education. Therefore, giving pupils an equal opportunity to study technology is not enough. In order to promote girlsʼ interest and encourage them to study technology, new improved technology education practices need to be created. This study seeks to obtain information on what would better motivate pupils, particularly girls, to study technology at grades 5-6 in Finland.