"I wouldn't ask professors questions!" Women Engineering Students' Learning Experiences in Japan

Abstract

This qualitative study examines the experiences that Japanese women have as engineering undergraduates while interacting with departmental faculty. It accomplishes this by using interview data from 32 final-year students at two universities in Japan. The theory of ‘role as resource’ (Baker & Faulkner, 1991; Callero, 1994) is used as the theoretical framework. Findings suggest that the women’s feelings of alienation in engineering classes were due to instructors’ poor teaching and aloofness, which influenced both their lack of engagement in learning (in and outside the classroom) and the difficulties they perceived in approaching instructors with academic questions. The women students used various strategies when they decided to approach departmental faculty, based on their level of understanding of the subject matter and the extent to which they felt comfortable initiating contact. Availability of peer assistance also determined whether students asked questions of instructors. Despite satisfactory encounters, participants typically did not develop ease with the departmental faculty. Only a few participants overcame initial difficulties, utilized the role of student as resource well, and acquired additional resources (i.e., a better understanding of the subject matter and a meaningful relationship with the faculty). From these findings, practical implications for improving women students’ learning experiences in engineering, which is important for reducing their attrition from the field after college, are offered.