Unmasking Gender Norms: Female Pre-service Teachers' Perspectives on Persistent Stereotypes in Western Australia's Technology Education

Abstract

This article presents the gender-specific findings from a broader doctoral study examining the experiences of pre-service teachers in technology education (TechEd) in Western Australia (WA). Situated within existing scholarship that reveals persistent gender disparities and the underrepresentation of women in technical fields, this study contributes to the conversation by focusing on the experiences of three female participants in a cohort of 10. Using Interpretive Phenomenological Analysis (IPA) methodology and in-depth semi-structured interviews, the study highlights the lived experiences of these future female educators as they navigate traditionally male-dominated spaces.

The findings reveal a persistent undercurrent of bias and stereotypical assumptions that challenge female pre-service teachers’ sense of belonging, technical credibility, and authority in the classroom. All three recounted instances of being underestimated by peers or mentors, underscoring the ongoing prevalence of gender-based attitudes. Yet, they also highlighted strategies to assert their competence, such as demonstrating strong technical skills, setting clear behavioural boundaries, and drawing on peer support networks. Additionally, the reflections emphasise the importance of mentorship that encourages inclusive, design-focused practice, rather than reinforcing outdated notions of manual or industrial arts as a masculine domain.

This study contributes to the ongoing discussion of equity in TechEd and emphasises the need for strong institutional support and focused mentoring so women can thrive. By taking these steps, schools can make TechEd more appealing and cultivate learning environments, making the field more accessible and equitable for future female educators.