There are many ways of understanding the gap in engineering and achievement separating female and male students
studying engineering. This paper offers our perspective. First, the paper discusses in broad terms the relationship
between everyday engineering knowledge and ways of acquiring knowledge and ways of knowing as viewed in the
field of engineering education. The paper also considers two perspectives on the question of engineering practice.
One perspective examines the relationship within the early period of engineering practice and the other perspective
looks at ultimate continuity. We locate our own work within the latter tradition and suggest a framework for
understanding the everyday socio – economic practices of female and male practices from diverse backgrounds as a
resource in engineering learning and teaching education. We conclude with a discussion of implications of this new
conceptualization for research in engineering education and learning.