The purpose of this study is to describe female students’ experiences in an engineering living-learning program using metaphorical analysis through a constructivist theoretical perspective. Extant literature uses metaphors from a negative viewpoint or a deficit model to describe the experiences of female undergraduates in engineering; however, new metaphors have not been used to describe the experience. This study aims to fill existing gaps in LLP literature using qualitative methods. Data from 13 semi-structured individual interviews (7 initial interviews and 6 follow-up interviews) serve as the primary data source. After conducting metaphorical analysis, I found five interpretive metaphors emerging: LLP as a Starting Point, LLP as a Neighborhood, Engineering Classes as Challenges, Different as Normal, and Female Engineers as a Support System. Two significant findings were found: advantage-based metaphors are used to provide a positive description of women in engineering and metaphorical analysis is an appropriate method for conducting research under the constructivist theoretical perspective.
Constuctivism, Engineering Students, Higher Education, Living Learning Programs, Metaphorical Analysis, Residence Halls, STEM Education, Women
The author recognizes the University of Florida Division of Student Affairs James E. Scott fellowship, which aided in providing funds for research materials and travel to conferences for additional training on qualitative methods.
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Recommended APA Citation
Haynes, C. (2019). Creating New Metaphors for Women Engineering Students through Qualitative Methods. The Qualitative Report, 24(7), 1805-1825. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss7/20