Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis

Laura J Parson

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Discourse Analysis in Language Studies Gender, Sexuality, and Education Gender Studies in Language

Abstract

This study explored the gendered nature of STEM higher education institution through a feminist critical discourse analysis of STEM course syllabi from a Midwest research university. I explored STEM syllabi to understand how linguistic features such as stance and interdiscursivity are used in the syllabus and how language and discourses used in the syllabus replicate the masculine nature of STEM education. Findings suggest that the discourses identified in the syllabi reinforce traditional STEM academic roles, and that power and gender in the STEM syllabi are revealed through exploration of the themes of knowledge, learning, and the teaching and learning environment created by the language used in the syllabus. These findings inform and extend understanding of the STEM syllabus and the STEM higher education institution and lead to recommendations about how to make the STEM syllabus more inclusive for women.

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1996Qualitative Research Design: An Interactive Approach 1990HIERARCHIES, JOBS, BODIES:1999An Introduction to Discourse Analysis: Theory and Method 2006University Language: A corpus-based study of spoken and written registers 2000THE EPISTEMOLOGY OF THE GENDERED ORGANIZATION 2012Gendered organizations and intersectionality: problems and possibilities 2002Mapping Social Relations: A Primer in Doing Institutional Ethnography 2010Persistence of women and minorities in STEM field majors: Is it the school that matters?

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