Context and background
Socio-Cultural ContextThe circumstances and information surrounding a particular event or phenomena can be described as the context, and by using this extra information we can put the phenomena 'into context' to help us make better sense of the situation. To fully understand the case study and discussions within this e-portfolio we must begin by looking at the social contexts involved. 'The concept of context has a very broad currency (in social anthropology, linguistics, philosophy, history and so forth)' (Dilley, 2002, p437). This e-portfolio will aim to use context in a social and cultural anthropological view. Dilley (2002, p437) claims contexts [in social anthropology] can be 'economic', 'political', 'religious' and so on'. The case study we will be discussing will focus on gender as the social context, however there are many features that will affect the social context.
Social and cultural context is hugely important in ethnography, a method of study that focuses on a micro group, often spending a lot of time within the community, and with the people of study. The acknowledgement of context helps to 'put themselves in the place of the person [or people] they are studying in order to better understand the reasons for particular behaviour' (O'Byrne, 2011, p142). |
Context of case studyThe case study is focused on undergraduate students who graduated from an English Higher Education institution in the academic year of 2011/2012 with an undergraduate degree from either the school of 'education' or 'engineering and technology'. Courses within 'education' include teacher training, education studies, childhood studies, and learning and development studies, whilst those in 'engineering and technology' include courses in aerospace, automotive, electrical, mechanical and civil engineering.
Data has been collected from the Higher Education Statistics Agency, and collated in table 1 below. This shows the number of students awarded with an undergraduate degree in 2011/2012 by subject and gender. 3 sets of data, 'education', 'engineering & technology', and 'total - all subjects', will be key to discussions of this case study and have been put in a bold font. Data has been arranged and colour coded from highest % of females to highest % of males. Whilst it is clear to see that there is a larger number of subjects dominated by females, it should be noted that there is also a larger number of female students overall as can be seen in 'total - all subjects' (57% female to 43% male). The subject of 'education' is heavily dominated by females (86%) and the subject of 'engineering and technology' is heavily dominated by males (84%). The following pages will discuss theoretical possibilities for these statistics through a variety of perspectives, both conflict and consensus. Word count: 437 |