Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eddie Jacobs P.E., University of Memphis; Amy L. de Jongh Curry, University of Memphis; Carmen Astorne-Figari, University of Memphis; Russell J. Deaton, University of Memphis; Wesam M. Salem, University of Memphis; Yonghong Jade Xu, University of Memphis; Shelby G. Roberts, University of Memphis

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Women in Engineering

Research, Quantitative Methodology.Shelby G. Roberts, University of Memphis Shelby G. Roberts is a doctoral student in the Department of Counseling, Educational Psychology and Research at the University of Memphis. Her interests focus on higher education retention efforts for underrepresented populations in STEM fields. c American Society for Engineering Education, 2019 The Role of Empathy in Choosing Majors Eddie L. Jacobs ∗1 , Amy L. DeJongh Curry2 , Yonghong Jade Xu 4 , Carmen Astorne-Figari3 , Wesam M. Salem4 , Shelby G. Roberts4 , and Russell Deaton1 1 Department of Electrical and Computer Engineering, The University of Memphis 2

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Fredette, Purdue University

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Women in Engineering

within amajor that may not fit their interests or goals, or to migrate to other majors (either withinengineering or outside the field), which may be difficult due to required courses 1, 2 or could havenegative consequences on their time to degree 3 . As such, students may feel pressure to choose the‘right’ major early on.Research shows that the perceived fit of a student’s major is correlated with their self-efficacy 4 andthat interest/major fit is an important factor in major persistence 5 . Optimism with a major, closelyrelated to perceptions and confidence, has also been shown to predict satisfaction with a major 6 .Therefore, the magnitude of a student’s belief that they are in the right major, as well as theiroptimism toward that major

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christina K. Lam , Arizona State University; Samantha N. Cruz, Arizona State University; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

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Women in Engineering

foundcommon themes across their stories. These themes include the perception of gender bias, as wellas an intimidating, hostile, and non-inclusive environment. Although the results of this studydemonstrate gender bias and marginalization occur in makerspaces, female engineering studentsstill find value in the makerspace through access to resources, opportunities to learn, increasedconfidence, and female makerspace staff.IntroductionEngineering has been historically dominated and accepted as a masculine field [1]. This publicperception has led women, among other underrepresented groups, to encounter resistance whenentering the discipline [2]. Gender bias within the field of engineering has ongoingconsequences; namely, women continue to hold a

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sagit Betser, University of California, Davis; Lee Michael Martin, University of California, Davis; Rebecca Ambrose Ph.D., University of California-Davis

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Women in Engineering

increase in participation of girls in high level STEM classes [1].This positive trend, however, doesn’t apply to all STEM fields. While, for example, girls’participation in biology or biomedical engineering classes is similar to boys’, this is not the casefor physics or mechanical engineering [2], [3]. The numbers are even lower when we look atgirls from under-represented communities. In this case the participation numbers are lower for allSTEM fields and decrease as students move from high school, to college, and to work [4].A growing line of research aims to understand the challenges girls from under-representedcommunities face participating in STEM settings both within informal and formal settings [5].Brickhouse and Potter [6] followed two

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey Buckley, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Tomás Hyland, University of Limerick; Niall Seery, Athlone Institute of Technology; Arnold Neville Pears, Royal Institute of Technology (KTH)

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Women in Engineering

an engineer, the complex relationship between a student’s gender, cultural context,and conception of engineering must be considered.IntroductionFemale representation in engineeringGender representation in higher level engineering education is predominantly inequitable. At anational level, 2016 data from the Organization for Economic Co-operation and Development(OECD) indicates that the percentage of females enrolled in “engineering and engineeringtrades” education at bachelor’s, master’s and doctoral level ranges from 11.54% to 28.33% inOECD countries [8] (Figure 1). At a field level, taking 2017 data from the US as an example,Yoder [9] demonstrates that the percentage of females earning degrees at each of these levelsvaries from

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jia G. Liang, Kansas State University; Rick Evans, Cornell University; Stacey E. Kulesza, Kansas State University

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Women in Engineering

action, the participants and theirrelationships, and the discourses needed for participation as well as any other mediational meansnecessary for performing those actions. To conclude, we present key recurring themes evident inthe early data. Agency is the originating and continuing motivation. It is realized throughconfronting challenging problems, participating in “hands-on” doing in response, and producingtangible outcomes. Through involvement, these women experience community and understandboth failure and commitment as opportunity and necessity, respectively. Finally, they experiencebecoming an engineer.IntroductionIn “Women in Engineering: A Review of the 2014 Literature,” Meiksins et al. [1] echo the“familiar explanations for why there are

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jing Wang, University of South Florida; Dmitry Goldgof, University of South Florida; Ken Christensen P.E., University of South Florida

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Women in Engineering

how a women’s support group in a computer science and engineeringdepartment can provide support for women in personal growth, social encouragement, andacademic exposure.Studies found that the top four influencing factors for whether or not young women decide topursue a Computer Science degree are: social encouragement, self-perception, academicexposure, and career perception [1]. Social encouragement can come from parents, friends,faculty/staff, or peer. It is a major factor in girls’ decision to explore and pursue career in STEMand computing. A support group provides an excellent vehicle for these factors by offeringworkshops, social events, outreach activities, and mentoring.In 2013, we started a support group WiCSE (Women in Computer

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute

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Women in Engineering

in-depth longitudinal case study data, we find that reform involves anongoing process of wrestling with strategic ambiguity. More specifically, we identify three inter-related micro-processes that inform efforts at reform: 1) negotiations over the what of promotioncriteria and systems; 2) struggles over who controls the formulation of promotion policy andinterpretation of criteria; and 3) decisions over how the change process itself should unfold(externally or internally aligned). This paper makes several new contributions to the field: 1) weintroduce the idea of strategic ambiguity as something that is negotiated and navigated ratherthan something to be eliminated; 2) we provide a more nuanced understanding of the micro-processes that

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

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Women in Engineering

. c American Society for Engineering Education, 2019 Understanding the Intersection of First Generation Degree Seeking Women, Engineering, and Public UniversitiesThe California State University system (CSU) is the largest university system in the nation. TheCSU system is comprised of 23 regional campuses and as of fall 2018 has an enrollment of481,210 students. While the state comprises about 12% of the US population, it only producesabout 10% of the engineering degrees awarded [1]. Not only is the state lagging behind onengineering degree production; but also on the rate at which women earn engineering degrees.The CSU system grants engineering degrees to women at a rate of 16.8%, trailing the nationalaverage of 20

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Dongyang Deng, North Carolina A&T State University; Cheryl Monique Stevens, North Carolina A&T State University; Kayla Gore; Iyshea Borders-Taylor, North Carolina A&T State University

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minority womenrepresentation in male-dominant engineering and technology careers.INTRODUCTIONWomen participation in STEM disciplines is still very low as women are not persisting inengineering and technology programs due to stereotype threats, weak professional identities, andpoor sense of belonging [1]. While extreme gender gaps in STEM fields such as biology nolonger exist, women are still underrepresented in engineering and technology fields as a result ofbiases and stereotypes associated with disciplinary differences [2][3]. Women make up only 9%of the construction workforce, with professional women being only 2.8% [4]. Minority womenare severely underrepresented in engineering and technology fields, with only 1% earningbachelor degrees in

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Otilia Popescu, Old Dominion University; Carol L. Considine, Old Dominion University; Karina Arcaute, Old Dominion University; Krishnanand Kaipa; Stephanie G. Adams, Old Dominion University

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/ electrical engineering technology. .IntroductionGirl Scouts is girls only, non-profit organization focused on character development throughwholesome reading, charitable works, and social activities under the guidance of role modelwomen [1]. Girl Scouts has been in existence since the organization was founded in the UnitedStates by Juliette “Daisy” Gordon Low in 1912 [2]. This girl-centered organization offeredactivities traditionally inaccessible to young women at that time, such as outdoor recreation andleadership events [2]. Many of these activities are related to identity development and discussionabout gender specific standpoints, while some involve striving for excellence and independence,and others are more related to helping or supporting

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Women in Engineering

bachelor’s degrees earned by women in the U.S. has remained between 18.1% and20.5% from 2000 to 2015, with women receiving 20.1% of degrees in 2015 [1]. By contrast,women’s representation in the engineering workforce has been steadily increasing since the1990’s, from 8.6% in 1993 to 14.5% in 2015 [1]. However, according to statistics from 2010,within five years of graduation, 36 percent of women who obtained engineering bachelor’sdegrees either left or never entered the field and within fifteen years after graduation, 60 percentof women who earned engineering bachelor’s degrees had left the field [2]. Despite the recentincreases, these numbers indicate that women are still underrepresented in the workforce and thatretention of women engineers in

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chaoyi Wang; Michael Frye, University of the Incarnate Word

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Women in Engineering

students in grades six through eight to measure their self-reported attitudes inmathematics, science, engineering and technology. The results showed a significant increase incampers’ self-perceived attitude in mathematics. In addition, semi-structured interviews wereconducted with 22 campers to explore how the camp experiences altered attitudes toward STEMstudy and impacted their career interest. Interview findings indicated (1) campers hadopportunities to develop STEM, robotics, and programming knowledge through various hands-on activities which made the camp fun and interesting, (2) teamwork and single-gender learningenvironment helped campers become more open to STEM subjects, and (3) coding andprogramming were two major themes in miniGEMS that

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Jennifer J. VanAntwerp, Calvin College; Joanna Wright, University of Washington; Lauren Summers, University of Washington

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Statistics predicts growth of 13.4% from2014 to 2024 in jobs for STEM-related post-secondary teachers [1]. Women are a growingpercentage of PhDs in STEM but are not proportionately represented among assistant professors[2]; to support this employment growth it will likely be necessary to attract more women to thefaculty. Of even more significance is that STEM faculty play a critical double role in the healthand gender make-up of the future STEM workforce. Research shows that role models have animportant impact on career pathway decisions made by women engineering students [3]. Mostengineers are first exposed to the profession through their STEM faculty, so if this group is notdiverse, or if diverse workers (such as women) are perceived to be

Conference Session

PANEL: After #MeToo: What’s next for Women in the Engineering Workplace?

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer J VanAntwerp, Calvin College; Denise Wilson, University of Washington; Sandra D. Eksioglu, Clemson University; Joanna Wright, University of Washington

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Women in Engineering

in order to raise awareness regarding sexual assault and abuse among women of colorand to promote empowerment among women who had been abused. On October 15, 2017, theterm went viral on twitter as #MeToo when actress Alyssa Milano encouraged those who hadbeen sexually harassed or assaulted to use the hashtag to draw attention to these issues. Thecurrent movement was stimulated by sexual assault allegations against the film producer HarveyWeinstein earlier in 2017. Since 2017, the number of allegations for sexually based misbehaviorand criminal acts against women has skyrocketed, as women have come forward from manywalks of life to speak of their experiences [1].The #MeToo movement has also stimulated renewed concerns about a lack of

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Dante Fratta, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin, Madison; Wayne P. Pferdehirt, University of Wisconsin, Madison; Heidi-Lynn Ploeg, Queens University at Kingston; Barry D. Van Veen, University of Wisconsin, Madison

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Women in Engineering

evaluation of teachingAbstractEngineering teaching assessment at the college-level should provide: 1) data to assess the qualityof instruction provided by an instructor; 2) instructors with actionable information on how theirinstruction may be improved; and 3) evidence of effective instruction for tenure and promotionpurposes. Many institutions rely primarily on student evaluations of teaching (SET) for teachingassessment. Peer evaluations of teaching are rarely used outside of the tenure evaluation periodfor assistant professors. Recent research has provided compelling evidence that SET havesignificant systemic bias with respect to gender, race, and sexual orientation and moreover do notassess teaching effectiveness. These biases and limitations

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Keith J. Bowman, University of Maryland, Baltimore County; Sue Rosser, California State University System, Office of the Chancellor

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Women in Engineering

theincreasing influence of engineering design and computing in shaping our lives, education standardsshould require all students to have significant and equitable STEM experiences. Such arequirement would foster an interest in STEM subjects and careers in more, diverse students, whilereducing the focus on STEM pipelines.IntroductionAs a response to a recent essay from Lecturer Stuart Reges on “Why Women Don’t Code,” [1]Professor Barbara Oakley of Oakland University supported his premise that women often choosenon-STEM disciplines, but attributed part of the responsibility for limited science, technology,engineering and mathematics (STEM) diversity to faculty from the humanities and social scienceswho “malign” STEM disciplines and

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Rachel M. Korn, University of California, Hastings College of the Law; Joan Chalmers Williams, University of California, Hastings College of the Law

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Women in Engineering

women’sexperiences, both in education and in their careers. Much of the research on bias in theworkplace has focused on U.S. and European women engineers. Forty years of social scienceresearch have shown the prevalence of implicit bias against women and the ways in which suchbiases impact decisions in hiring, performance evaluations, and compensation. However, similarstudies are scarce in India.Extremely few women in India were earning engineering degrees in the 1980s. Compared to theUnited States, where about 10% of engineering degrees were earned by women, less than 2% ofengineering degrees were earned by women in India [1, 2]. Fast forward 20 years, and in the year2000 women in India had surpassed women in the U.S., earning 24% of engineering

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, Cal Poly Pomona

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Women in Engineering

inspiring and empowering K-12 female students to pursue STEM(Science, Technology, Engineering, and Mathematics) majors and careers. Created in 2013, theFemineer® Program enhances the College of Engineering’s commitment to support underservedpopulations by recruiting and graduating increased numbers of historically underrepresentedstudents. Research has shown that men outnumber women in the STEM field. According to theNational Science Foundation, 20.5% of Engineering Bachelor degrees were awarded to women in2004 and 19.8% were awarded in 2014 [1]. This data has shown that women are earning lessEngineering Bachelor degrees and there has not been much progress since 2004. The Femineer®Program wants to fix this problem by giving K-12 girls access

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen K. Foster, Purdue University-Main Campus, West Lafayette (College of Engineering) ; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Women in Engineering

reflexivity toward awarenessof the politics imbued in technology as well as the often exclusionary cultures entangled therein.Further this research brings field work observations of these groups and their practices(designated as Study 1) into conversation with interviews of engineering education researchers(designated as Study 2). In that vein, this examination asks: What might an analysis of thepractices and mindsets of feminist hacker and opensource science hardware groups contribute tothe world of engineering education, specifically for educators interested in change-makingstrategies for creating a more equitable higher education environment that takes on issues ofracism, sexism, heteronormativity, ableism, etc.?With a theoretical grounding in the

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jiahui Song, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; Joseph F. Santacroce P.E., Wentworth Institute of Technology

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Women in Engineering

scientificdiscovery and, according to the Girl Scouts of America website, “help them see how they canactually improve the world.”Introduction/BackgroundNowadays, more and more scientists, engineers and innovators are needed to contribute andsucceed in the global competitive economic environment. As a result, this requires qualityscience, technology, engineering and mathematics (STEM) education. However, insufficientnumbers of American students pursue education and training in the STEM fields. After noticingthis challenge, STEM has become a great effort by many to increase STEM-related activities,which have the potential to promote collaborative learning and inquiry as well as to contribute tothe development of the 21st century skills [1]. The US government

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maral Kargarmoakhar, Florida International University; Monique S. Ross, Florida International University

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Women in Engineering

Transformation Institute, earned a doctoral degree in Engineering Education from Purdue University. She has a Bachelor’s degree in Computer Engineering from Elizabethtown College, a Master’s degree in Computer Science and Software Engineering from Auburn University, eleven years of experience in industry as a software engineer. Her research focus is on broadening participation in engineering and computing through the exploration of: 1) race, gender, and identity and 2) computer science education research in order to inform pedagogical practices that garner interest and retain women and minorities in computer-related engineering fields. c American Society for Engineering Education, 2019 Work in

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexa Rihana Abdallah, University of Detroit Mercy; Diane L. Peters, Kettering University; Gloria Guohua Ma, Wentworth Institute of Technology; Stephanie G. Wettstein, Montana State University; Maryam Darbeheshti, University of Colorado, Denver; Karinna M. Vernaza, Gannon University; Christina Keenan Remucal, University of Wisconsin-Madison

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Women in Engineering

. A faculty advisor, who is required for studentorganizations in most universities, serves as the liaison between the SWE section and theuniversity and is responsible for knowing the university’s policies. A faculty advisor helps thestudent section access university resources and ensures the section is meeting all universityrequirements. A counselor is required by SWE for a collegiate section to remain in “goodstanding” and serves as the liaison between the SWE section and other SWE professionalmembers and the industry [1]. The relationship between collegiate sections and their facultyadvisors and counselors is different at every university.This paper examines the role of faculty advisors and counselors in SWE collegiate sections

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leslie Potter, Iowa State University; Richard Stone, Iowa State University; Devna Fay Popejoy-Sheriff, Iowa State University

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Women in Engineering

the past ten years, it is virtually unchanged at 21.3%, as can be seen inFigure 1 [1]. This same conclusion is supported by other sources, including Lichtenstein et alusing National Science Foundation data [2]. Compared to the overall US population of 50.8%women [3], there is significant room for improvement, with improvement defined as an increasein this percentage. Those in the engineering professions know, and have known for decades, thatthis percentage needs to increase, yet society struggles to make any noticeable improvement.While “engineering” as a discipline is commonly discussed in literature, almost no researchspecific to industrial engineering retention and graduate school was identified. The only researchfound addressing

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

John M. Mativo, University of Georgia; Uduak Z. George, San Diego State University

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Women in Engineering

causal loop diagrams predict that an increase inthe number of women engineering professionals yield an increase in the number of femalestudents enrolling in engineering colleges, creating a feedback loop that gives an exponentialgrowth in the number of women engineering professionals.1. IntroductionEducate women and their community will prosper. Deny them education and the world willsuffer [1-3]. The study sought to find how women in the engineering profession perceived theirinfluence at the workplace, home, and community. According to the 2010 U.S. Census, femalescomprise of 50.8% of the total population [4]. Further, the U.S. Census Bureau shows that 6% ofcollege graduates are women in STEM fields while men were about 18% [5]. Women in the

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Quiles-Ramos, Virginia Tech; Ellen K. Foster, Purdue University-Main Campus, West Lafayette (College of Engineering); Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Karlin, Minnesota State University, Mankato

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Women in Engineering

). Hierarchies, jobs, bodies: A theory of gendered organizations. Gender & society, 4(2), 139-158.Acker, J. (1992). Gendering organizational theory. Classics of organizational theory, 6, 450-459.Acker, J. (2006). Inequality regimes: Gender, class, and race in organizations. Gender & society, 20(4), 441-464.Adams, R., Evangelou, D., English, L., De Figueiredo, A. D., Mousoulides, N., Pawley, A. L., ... & Wilson, D. M. (2011). Multiple perspectives on engaging future engineers. Journal of Engineering Education, 100(1), 48-88.Alinsky, S. D. (1989). Rules for radicals: A practical primer for realistic radicals. Vintage.Baillie, C., Ko, E., Newstetter, W., & Radcliffe, D. F. (2011). Advancing diverse and inclusive

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mir M. Hayder, Savannah State University; Asad Yousuf P.E., Savannah State University; Bryan Knakiewicz, Savannah State University

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Women in Engineering

Electronics Engineering Technology at Savannah State UniversityDr. Bryan Knakiewicz, Savannah State University M.S. Engineering Technology The University of Toledo Ph.D. Technology Eastern Michigan University c American Society for Engineering Education, 2019 Inspiring Middle School Girls into Engineering and Technology FieldsIntroductionAccording to the U.S. Bureau of Labor Statistics, 47% of the United States’ workforce is female[1], although females constitute only 14% of the engineering and technology workforce [2]. Asengineers continue to make some of the biggest advances of our time, the demand to achievediversity in the engineering and technology workforce is constantly increasing [3]. Studies

Conference Session

Women in Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mahaa Mayeesha Ahmed, Rowan University ; Melanie Basantis, Rowan University; Kauser Jahan, Rowan University

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Women in Engineering

empowerment. The workshop celebrated its twentiethanniversary in summer 2018. Here, a reflection on the lessons learned from running the programfor the past 20 years is provided. The AWE Workshop is impactful in young girls’ exploration ofnot only engineering but also other STEM fields.1.0 Introduction1.1 Attracting Women into Engineering (AWE)Summer camps or programs strive to provide an outlet for children to interact with each other.Traditional goals include teaching participants certain skills but these camps aim to do so in fun,engaging ways [1]. The Attracting Women into Engineering (AWE) Workshop is a summerprogram hosted by the Henry M. Rowan College of Engineering at Rowan University. The AWEWorkshop strives to introduce girls from local

Conference Session

Women in Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristina Poleacovschi, Iowa State University; Scott Grant Feinstein, Iowa State University; Stephanie Luster-Teasley, North Carolina A&T State University; Meghan Berger M.A., North Carolina A & T State University

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Women in Engineering

intersectionality perspective to studyingmciroaggressions. The research presents a review of the literature including the (1) study context,(2) study methods, (3) study objectives, (4) microaggressions outcomes and (5) microaggressionstypes using data from 45 journal articles. Data analysis included coding of the journal articles toidentify major themes representing different forms of microaggressions. The current results showthat the research studying microaggressions using an intersectional lens is limited. This researchcontributes to improved understanding regarding microaggressions by identifying the gaps withinexisting literature on microaggressions. Practically, this research increases the visibility of subtlenegative behaviors that engineering

Conference Session

Women in Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney S. Green P.E., University of North Carolina in Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; April C Smith, University of North Carolina, Charlotte

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Women in Engineering

decreasethe gender and racial disparity in engineering occupations. In order for the United States tomeet the demand for qualified engineering professionals, educators and policy makers mustexplore the reasons behind the gender and racial disparities; and strive to increase the persistenceand success of women of color in engineering.While there has been an increase in women of color majoring in undergraduate engineeringprograms in the last 10 years, there is still disparity in degree attainment betweenunderrepresented women and their White male counterparts [1]. Minority women, specificallyAfrican American and Latina women, may face additional challenges in undergraduateengineering programs outside of universal student experiences of feeling