Exploring analytical frameworks to investigate power dynamics in collaborative learning in engineering education

Previous research has examined patterns in women's team interactions within collaborative learning environments, highlighting potential barriers that hinder their full participation. This paper explores two analytical frameworks that could be beneficial in investigating power dynamics in such settings. Through a narrative literature review, we establish links between individuals' experiences and broader social or institutional practices, revealing underlying discourses and power relations. We identify a lack of evidence regarding discourses shaping attitudes and behaviours that perpetuate power inequities. Awareness of these dynamics could facilitate the provision of support and empathy to a more diverse group of students in engineering education.