Class
Article
College
College of Agriculture and Applied Sciences
Department
School of Applied Sciences, Technology and Education
Faculty Mentor
Tyson Sorensen
Presentation Type
Poster Presentation
Abstract
Welding has traditionally been perceived to be a career reserved for males, yet more females have entered professions using welding such as agricultural education. This research was developed because of the lack of gender research in welding. The purpose of this study was to examine students’ perceptions of learning from a male instructor versus a female instructor in a post-secondary welding course. We examined associations and differences between students’ preference of a male and a female welding instructor as well as individual self-efficacy and perceptions towards using welding technology. The population for this study was undergraduate students and the sample was 45 undergraduate students enrolled in a beginning welding course at Utah State University. Research findings suggest receiving instruction from a female welding instructor had a positive influence on the student’s beliefs of learning from a female instructor. Several individuals showed evidence of gender bias or preference through their survey responses. Male students had higher levels of tinkering self-efficacy, were more involved in a technology-oriented degree of studies, and overall had more welding experience compared to the female students.
Location
Logan, UT
Start Date
4-11-2023 12:30 PM
End Date
4-11-2023 1:30 PM
Included in
Student Perceptions of Male and Female Instructors in a Post-Secondary Welding Course
Logan, UT
Welding has traditionally been perceived to be a career reserved for males, yet more females have entered professions using welding such as agricultural education. This research was developed because of the lack of gender research in welding. The purpose of this study was to examine students’ perceptions of learning from a male instructor versus a female instructor in a post-secondary welding course. We examined associations and differences between students’ preference of a male and a female welding instructor as well as individual self-efficacy and perceptions towards using welding technology. The population for this study was undergraduate students and the sample was 45 undergraduate students enrolled in a beginning welding course at Utah State University. Research findings suggest receiving instruction from a female welding instructor had a positive influence on the student’s beliefs of learning from a female instructor. Several individuals showed evidence of gender bias or preference through their survey responses. Male students had higher levels of tinkering self-efficacy, were more involved in a technology-oriented degree of studies, and overall had more welding experience compared to the female students.