Sex, Stars, and Studios: A Look at Gendered Educational Practices in Architecture

Abstract

Educational research and theory indicate that male and female university students are treated differently in the classroom and that the nature of the curriculum as well as the teaching act itself often reflect and promote male-centered actions. Architectural educators must examine whether their teaching practices and pedagogy are similarly gendered. If so, although their numbers in architecture schools are increasing, women may well be shortchanged. Further, such practices may prevent the discipline from expanding its influence, potential, and vision. This article identifies situations in which gendered practices occur in architectural education, especially in design studios and juries. It also suggests ways in which we can restructure our educational practices to provide enhanced opportunities for both women and men.