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Moving Toward Gender Equity in Architecture

The gender chasm in architecture persists. Students see it in their mentors, practitioners experience it in the office, and media representation of the profession follows in kind. While schools of architecture are more and more demographically gender-balanced in their student populations, faculty and the practice both remain vastly skewed, indicating that programming in schools may be “losing” certain populations along the way, or that the bridge between academia and practice is broken. Without equal representation of all genders in the profession, it is virtually impossible that the practice of architecture as a whole is serving its clients and communities equitably. It takes a multitude of perspectives to serve diverse communities thoughtfully and effectively, and it is architecture’s charge to do so.

This dialogue series aims to address issues that are important to students, that they face in studio every day, and put people in conversation with them who can help them understand how to clarify and use their voices for the betterment of their experience in school, and of the profession they are bringing their voices into.

This event is made possible by the Austin Foundation for Architecture.

1-3pm | Panel discussion
3-3:30pm | Coffee break
3:30-5pm | Panel discussion


Panelists:
Grace La, Harvard Graduate School of Design; Principal, La Dallman Architects
Shelby Doyle, Iowa State University College of Design; Founder, Computation and Construction Lab
Mabel O. Wilson, Columbia University; Principal, Studio &
Damon Leverett, National Architecture Accrediting Board; The University of Arizona College of Architecture

Friday, February 7 at 1:00pm to 5:00pm

Goldsmith Hall (GOL), Main Jury Room 2.110
310 INNER CAMPUS DR , Austin, Texas 78705

Event Type

Academics, Arts & Humanities, Campus & Community, Diversity

Departments

School of Architecture

Target Audience

Students, General Public

Website

https://soa.utexas.edu/events/moving-...

Cost

Free and open to the public

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