EXPLORING GENDER DISPOSITIONS OF ARCHITECTURE STUDENTS IN DESIGN STUDIO

Abstract

This study explored gender dispositions of architecture students in design studio to ascertain approaches employed by the students during the design process. This was based on four learning approaches from literature namely technical, sequential, precise and confluent processes. This is important in order to understand the manner both genders approach design, which is at the core of the architecture curriculum. A questionnaire survey of 69 final year undergraduate and postgraduate students from the department of Architecture at Ahmadu Bello University served as the sample for the study. Data was analysed in SPSS v21 for descriptive statistics, Chi square, Independent samples t tests and Correlations. Results reveal non-significant differences for gender influence on design (𝝌²= 3.037, df=1, N 66, p=0.081). Males showed a higher tendency to employ all learning processes in their design while females tended to employ Technical and Confluent processes more strongly. Additionally, design processes inversely relate to grades in design. These findings imply that in design related issues, females are not disadvantaged; approach to design for males is more balanced compared to that of females and the work students perform in architectural design studio is reflected inadequately in the grades they receive. The study recommends active advocacy, counselling and encouragement especially for female students to boost morale in architecture and design disciplines. More holistic investigations into relationships between design processes and grades as well as learning styles of students is also imperative for generalisation of results.

Keywords

• Architecture,Design,Disposition,Gender,Studio

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