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Education as Social Institution: Understanding Her-Story
Abstract
Education is another of the primary social institutions from which we learn the values, attitudes, beliefs, and behaviors of a dominator culture. A discussion of education as a social institution embraces: (1) how we come to know (epistemologies); (2) the methods of teaching and learning (pedagogies); and (3) what we know, the content of our knowledge tradition. In Chapter III, I explored some ideas about epistemological barriers to women in IT education related to our philosophy of science. For example, some scholars have argued that since more women tend to be concrete learners, and more men tend to be abstract learners, women may be less comfortable with the abstract approaches that predominate in science and IT education (Belenky, 1986; Estrin, 1996; Goldberger, 1996; Greenbaum, 1990; Keller, 1992; Kramer & Lehman, 1990; Riger, 1992; Rosser, 1995; Turkle & Papert, 1990). In Chapter IX, I will address questions of epistemology and pedagogy in more depth as I propose a partnership model of education. In this chapter, I would like to focus on the third issue, that is, the content of our knowledge tradition. This chapter explores: (1) our incomplete knowledge tradition; (2) a brief her-story of women in math, engineering, and IT; and (3) the ins and outs of women’s education and employment in these fields.
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