The Influence of Peers on the Gender Divide Within Secondary Technology Education in Aotearoa, New Zealand

Abstract

According to New Zealand government statistics, there is a consistent male–female divide within technology education in secondary schools, resulting in an ongoing underrepresentation of male students in fashion and textiles and female students in computer science and resistant materials learning areas. This underrepresentation is concerning as it contradicts the inclusion promoted in the New Zealand Curriculum and may contribute to reduced opportunities for a talented and diverse workforce. A large body of literature is dedicated to the underrepresentation of female students in STEM fields and has predominantly focused on female students in mathematics and science. However, minimal research focuses on the technology curriculum within the Aotearoa New Zealand context. This qualitative exploratory study investigated students’ perceptions of gender-typing and gender stereotypes within technology education and the experiences of students engaged in technology subjects in which they are gender minorities. Data were gathered through semi-structured interviews. The findings from the thematic analysis revealed that peers and the need for social connection impacted the experiences of gender minority students in their class and influenced their subject selection.