In whose eyes am I technical? : Exploring the ‘problem’ of the (non)technical girl

Sammanfattning: In Sweden, girls’ non-interest in technology education and technological careers has been a topic of focus for many years, both in general and in politics, and it has influenced how the subject has been taught in schools. The thesis aims to critically examine the ‘problem’ of the (non)technical girl. This is done through four different studies. The first explores girls’ (age 10-17) engagement and interest in technology, according to international scientific literature (Study I). It is followed by studies of girls’ (age 9-14) activities, self-image and performativity in technology education, both in and out of school (Studies II, III). Lastly, the theory and empirical findings on gender, technology, and the technical girl and their implications for technology and STEM education from the first three studies were applied in Study IV. The thesis uses a theoretical framework based on concepts from the philosophy of technology and gender theory, primarily the three gender levels: the symbolic, the structural, and the individual. Data collection includes participant observation and focus group interviews with girls who have participated in technology education and camp activities, and data analysis is carried out using thematic analysis and qualitative content analysis. The findings from the first study confirm the general pattern of girls’ lesser interest in technology and call for the need to add a gender perspective. In contrast, studies II and III highlight the complex inter-action between girls’ activities and self-image in technology. Although girls in study II con-firm prevailing gender norms around technology, the results also show ambiguity and resistance to stereotypes, primarily when they work together and engage in their tasks in technology. Study III shows ambivalence about the “girlification” of technology to suit girls, and emphasises that girls’ interest in technology extends beyond gendered activities. Study IV reveals implications for technology and STEM education, pointing to potential gender pit-falls and stereotypical responses. The discussion contributes new insights into girls’ perceptions of themselves as technical. It advocates for a gender perspective in technology education research to uncover social barriers hindering girls from embracing their technical abilities. The emphasis lies in questioning established ‘problems,’ challenging gender norms, promoting inclusivity, and recognising diverse interests and skills in technology.