Influence Of Gender On Female Preservice Technology Teachers During Practical Work

Abstract

This article explores how gender influences female preservice technology teachers’ (PSTTs) participation in practical work. This qualitative study adopted a case study design. Social construction theory and intersectionality were used to understand how gender and rurality intersect when gender is constructed, (re)produced, performed and challenged during practical task-based activities. Sixty female PSTTs enrolled for the final module in Technology Education were purposively selected to participate in this study. Data were generated using focus group interviews and reflective journals, and were subjected to content analysis. It was found that, in spite of the nurturing environment created to increase female PSTTs’ participation in practical work, they do gender, and are subjugated to perform gender, (un)do gender, and construct new forms of femininity. These performances are sculpted by the intersections of gender with rurality. The findings have implications for how technology spaces can be made more inclusive.