Democratizing Access and Identifying Inequalities: Gender, Technology, Architecture

Jun 14, 2017

This paper searches for methods of identifying and defining gender inequality in architecture as it relates to digital technology and computation. The authors begin by documenting and then questioning existing metrics for measuring women’s participation in architecture, then look outside the field to STEM disciplines, educational research, and economic theory as a means of framing this research agenda. By examining and critiquing current patterns of technological distribution and academic culture, the authors seek to foster greater equality in education, architecture, and, consequently, the built environment.

keywords: computation, education, equality, methods

Shelby Doyle, AIA (Iowa State University)
Nick Senske (Iowa State University)
Presented at: 
ARCC 2017 Conference – Architecture of Complexity (Salt Lake City, UT)
Published & professionally reviewed by: 
Architectural Research Centers Consortium (ARCC)
University of Utah

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