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WHAT ARE THE EFFECTS OF GENDER ON THE DESIGN PROCESS AND THE PERFORMANCE OF DESIGN
STUDENTS?
_____________________________________________________________________________________
BY MAGRIET STEYNBERG_814295
Abstract This research paper investigates the influence of gender on the architectural design process
of various students within an architectural school. It will study the effects of the students existing
epistemological views of gender and space as well how gender effects students approaches towards,
and perceptions of learning in an architectural studio. It highlights the interpersonal nature of student
and lecturer and how students have learnt and still learn based on their views of the world because of
their social context. Lastly, the study aims is to understand where its findings fit in current feminist
theory and sociological perspectives on architecture and to use this information to offer
recommendations for a more gender-aware architectural pedagogy and architectural designer.
INTRODUCTION
Research on gender and architecture was
largely written by women and from an overtly
political feminist angle and started to appear in the
late 1970s (Rendell, Penner, & Borden, 2000). This
research is commonly divided into gender based
theories, gender equality and gender differences
(Morton, 2004). In this paper I will focus on gender
differences in the architectural design process, the
nature of which I see as being emotion-laden and
self-analytical and therefore deeply influenced by
our gendered identities.
In Gender Space Architecture the author
states that gender is not just a biological truth but
is a social construction which implies that being
female or male is not grounded on any
ontological truth but that the different conducts of
genders are shaped by physical and socio-cultural
settings (Rendell, Penner, & Borden, 2000). In the
design process we construct what we know, and
these constructions are deeply influenced by our
early experiences and by the nature of our
underlying relationship to the world. As the early
experiences of women and men and their
relationship to the world differ in significant ways,
so too will our characteristic ways of knowing and
analysing (Rendell, Penner, & Borden, 2000).
The first part of this paper reviews the
literature which investigates issues of gender as
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WAYS OF KNOWING
We as human beings should have a definite
understanding of how we pursue knowledge and
truth. However Poldma states that our very
assumptions about the nature of human
relationships, truth and knowledge are grounded in
constructs that are fundamentally different in
mens and womens ways of knowing (Poldma,
1999). For the interest of this paper I will be
investigating the ways of knowing of different
genders and how the differences between them. I
will also cover what is the impact of them on how
we design.
In A Feminist Approach to Architecture:
Acknowledging Womens Ways of Knowing the
2
Tra
nss
Ot exu
her al
Transsexual
Female
Male
Other
Figure 1 Survey What toys or games you played as a child had an influence on whether you became interested
in architecture?
suitable for males. This view is instilled in us from a
young age in the games we play and the gendered
toys we play with (Lever, 1998).
In the survey students were asked what
toys or games they played as a child and if it had an
influence on whether they became interested in
architecture (Figure 1) Firstly the findings showed
that the games and toys between the genders were
not very different. In most cases the students stated
that Lego and Computer games were stimuli. Even
though both of these are offered in gendered forms
they are both played inside which is seen as a
socially constructed female space. This shows that
the games that children play and the space that
they play in have changed and are not as gender
specific as Lever (1998) proposed.
On the other hand in the interviews had
with the students it was apparent that the choice to
5
34
Male
No
Female
Yes, Male
No
Yes, Male
Yes, Male
No
Yes, Female
No
28
Other
Transgender
Transsexual
15
15
14
10
5
Male
Aesthetic
Other
Theoretical
Other
Social
Other
Functional
Aesthetic
Social
Other
Functional
Aesthetic
Female
Aesthetic
Transgender Transsexual
18
15
Female
Male
Other
1
Research
Site
Abstract Idea
Site
Research
Emotion or Feeling
Abstract Idea
Site
Research
Emotion or Feeling
2
Previous experience
Emotion or Feeling
Abstract Idea
Transgender Transsexual
Other
Transgender
No
Male
Sometimes
Female
No
Sometimes
12
11
Sometimes
11
No
Transsexual
No
Other
Transgender
8
Figure
6 Survey Do you feel comfortable verbally presenting your architectural ideas?
Sometimes
Male
9
3
Sometimes
No
Female
12
11
Sometimes
11
No
Transsexual
1
3
Female
Male
Male
Other
Other
The lecturers
Transgender
Transgender
Lots of people
Your classmates
1
Question my technical
1
Always confident
1
Lack of sleep
Other
1
2
Other
2
1
1
Lack of sleep
Male
Visiting critics
The lecturers
Lots of people
Other
Feel intimidated
Question my theoretical
Other
Female
Question my technical
11
Lack of sleep
Female
19
9
Incomplete project
Your classmates
In studio alone
Feel intimidated
At home
3
I always feel
comfortable
Visiting critics
The lecturers
Lots of people
I always feel
comfortable
Always confident
Question my technical
Lack of sleep
Incomplete project
Feel intimidated
Always confident
Other
In studio alone
At home
10
14
10
5
1
Transsexual
Figure 7 Survey - What makes you most uncomfortable when you crit?
11
9
5
1
Transsexual
Figure 8 Survey - What are the reasons you do not feel confident when you do your final presentation?
20
7
10
Transgender Transsexual
REFERENCES
Ahrentzen, S., & Anthony, k. (1993). Sex, Stars, and
Studios: A gendered look at Educational
Practices in Architecture. Journal of
Architectural Education, 11- 29.
Biggs, J. (2003). Aligning Teaching and Assessment
to Curriculum Objectives. Conneticut:
Imaginative Curriculum Project, LTSN
Generic Centre.
De Graft-Johnson, A. M. (2003). Why do women
leave architecture? London: Riba.
Demirkan, H., & Demirba, O. (2010). The effects of
learning styles and gender on the academic
performance of interior architecture
students. Procedia - Social and Behavioral
Sciences, 2(2), 1390-1394.
Favro, D. (1992). Sincere and Good: The
Architectural Practice of Julia Morgan.
Journal of Architectural and Planning
Research, 112-128.
Franck, K. (2000). A Feminist Approach to
Architecture: Acknowledging Women's
Ways of Knowing. In B. P. Iain Borden, In
Gender Space Architecture: An
Interdisciplinary Introduction (pp. 295-305).
Routledge: London.
Lever, J. (1998). Sex Differences in the Games
Children Play. In K. Meyer, C. Anderson, &
B. Risman, Feminist Foundations: Toward
Transforming Sociology. London: SAGE
Publications.
Morton, P. (2004). Feminist Theory. In S. Sennot,
Encyclopedia of 20th-century architecture.
New York: Fitzroy Dearborn.
Poldma, T. V. (1999). Gender, Design and Education:
The Politics of Voice. Montreal: McGill
University.
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