Abstract
Welding, agricultural mechanics and blue-collar trades have traditionally been perceived to be reserved for males, yet many females in recent years have enrolled in training programs and have entered these careers (England, 2010). In previous research, females have indicated lower levels of tinkering self-efficacy and confidence in mechanics settings (Baker & Krause, 2007). This study examined difference between male and female welding student’s perceptions of welding technology, tinkering self-efficacy, and perceptions of learning welding technology. Students were engaged in designated tinkering activities throughout the semester to promote developing tinkering abilities. Activities included but were not limited to GMAW and SMAW break tests, amperage and wire feed speed tests, utilizing Torchmate CAD software, and soldering copper pipes. Students completed a pre-survey and post-survey for researchers to determine differences in their perceptions of welding technology, tinkering self-efficacy, and perceptions of learning welding technology throughout the semester. The female students consistently indicated lower levels of tinkering self-efficacy in the welding setting compared to their male counterparts. Neither the female nor male welding student’s tinkering self-efficacy increased throughout the semester. We recommend additional research to be conducted to determine the specific factors which increase or decrease an individual’s tinkering self-efficacy. We also recommend educators and industry professionals consider gender stereotypes and be aware that females entering welding careers may potentially have lower tinkering self-efficacy levels compared to their male counterparts.
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