A study on the factors influencing female enrollment in technology education courses at Spencer School Systems, Spencer, Wisconsin

Abstract

In our technologically advancing society, there is a growing need for females in traditionally male-dominated careers. In spite of this growing need, females are not enrolling in technology education classes. This study investigates some of the factors influencing female student’s perceptions of and interests in technology education courses as they prepare to enter their high school years. This descriptive study was conducted to determine reasons or factors that are influencing females not to take technology education courses during their high school years, (grades 9-12), at the Spencer School Systems, Spencer, WI. A questionnaire was distributed to all the seventh and eighth grade students (166 total) to gather the information for this study. Boys as well as girls completed the survey in order to reduce the awkwardness of just having the girls complete the survey. For this study only the surveys completed by the females were analyzed. The participants marked their gender and grade on the survey instrument, but not their names. Thirty-seven seventh-grade girls and 40 seventh-grade boys were asked to participate. Forty-seven eighth-grade girls and 42 eighth-grade boys were asked to participate. These numbers represent the total students enrolled in the seventh and eighth grades. The survey addressed questions concerning where the students learned about technology class electives; who influenced their final choice of technology class electives; reasons why they plan to select a technology class elective; reasons why they will not select a technology class as an elective; and what technology education class electives they would be interested in taking. There was also a space for write in answers. With the exception of a few fill in the blank questions, all questions incorporated a 5-point Likert scale, Strongly Disagree to Strongly Agree. The results of this research indicated the following: Students who have taken the class previously are the best sources of information, followed by teachers, friends/parent/guardian. Friends were not seen as discouragers. The least influential sources were, (from worst to best): “student from a different school”, “principal”, “schools beyond the twelfth grade”, “the public library”, and “the student handbook”. The students felt the technology electives would be fun, they needed the courses for a future career, and they wanted to learn something new. Females are not intimidated by boys or by being the minority in the classes. The most common factors deterring enrollment in technology courses were: that the respondents “just don’t think they will need to know that material”, just not interested, and scheduling conflicts. A large percentage of the females did not know what the classes entailed, or were undecided on this point. All the technology electives were found to capture the interest of some of the females, with TV Productions and computer applications receiving the most votes, followed by Small Engines and desk top publishing. It is recommended that: An informational promotional campaign be undertaken, the staff and administration become more involved, positive supportive feedback be given by the guidance counselor, more flexible class scheduling, update the environment, and incorporate more flexible teaching strategies. Recommendations for Further Study include: A study of grade school children to find out how much they know about technology class electives, and the continuing evaluation of the factors influencing female enrollment in technology education courses at Spencer School Systems, especially after an informational campaign has been launched. The survey results, tabulations, conclusions, and recommendations were forwarded to the Spencer School.