Introducing middle school children to compulsory D&T : does it influence their choice of subject later on? A case study of Maltese state secondary schools.

Abstract

In 2005, Design and Technology (D&T) was introduced in Maltese Secondary schools and it has been offered as an optional subject till the present situation. In 2014, D&T has been introduced as a compulsory subject during the first and second year of middle secondary schools yet there was no study indicating its’ impact on student’s perception linked to gender. Issues have surged where low gender representation from females were noticed within schools. Diekman, Weisgram, and Belanger (2015) argue that women in STEM fields of occupation are generally underrepresented, D&T included. Sonja Niiranen (2018), states that despite the work developed on gender equality, technology education appears to have issues related to gender. The number of women in technical careers in EU countries has not increased. This might be due to how childhood experiences set future interactions within technology education. This research investigates the relationship between students’ perceptions of D&T with respect to gender during their compulsory exposure to the subject in Maltese middle schools. Questionnaires were used to build a quantitative case study for exploring the criteria used by students to decide whether to opt for or drop D&T after middle school. Results indicate that students’ perception concerning D&T is generally positive for both genders and the female population has progressively increased, although it is still considered low. The students enjoy D&T in class and value it as a life enhancing subject however, they do not wish to continue studying it further than middle school. Results also indicate that exposure at school had minimal effect on students’ decisions to continue their studies in D&T. The prime variables influencing and ultimately driving students’ decisions seem to be sociocultural factors and future career aspirations. The research concludes that the creation of future employments for D&T graduates and the recognition of D&T courses and qualifications by employers will probably be the most influential factor governing the uptake of the study of D&T at the level of secondary school.