Displaying all 9 results
- Conference Session
- Informal Education and Outreach Programs for Women Engineering Students
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Wynn Tranfield, University of California, Santa Cruz; Shelby Hallman, University of California, Los Angeles; Emily Halan Dovan, University of California, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
engineer. Women identified students are less likely than male counterpartsto agree that they will be working in an engineering-related field ten years post-graduation [17].When this was further interrogated, it was found that women-identified students in the studyidentified a lack of effective female role models in the department, problems getting along withother students in the major, and feeling disrespected by male students. Study participantsreported that female role models or guest speakers offset feelings of isolation. Amelink andCreamer noted that female students encountered tokenism and stereotypes within theirdepartment, and that undergraduate experiences were formative to workplace expectations [17]. Many women in computer science
- Conference Session
- Women in Engineering Division (WIED) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Qian Wang, Xi'an Jiaotong-Liverpool University (XJTLU); Biying Wen, Liverpool University; University of Liverpool
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- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
Paper ID #37733Board 191: Are female faculty role models to female students in highereducation? A study of teachers’ perceptions of their roles andresponsibilities in computer science and engineeringDr. Qian Wang, Xi’an Jiaotong-Liverpool University (XJTLU) Dr. Qian ”Sarah” Wang is a Research Director, Ph.D. supervisor, and former Program Director of the MA in Global Education at the Academy of Future Education, XJTLU. Dr. Sarah graduated from Teachers College, Columbia University in New York (MA in Social-organizational Psychology; Ed.D in Education Leadership). Her research focuses on technology-enhanced education
- Conference Session
- Persistence, Outcomes and Barriers for Women in Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Gail Baura, Loyola University Chicago; Matthew J Miller, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Andrea Hércules, Loyola University Chicago; Erika Esmeralda de la Riva, Loyola University Chicago
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
Paper ID #47701A Model of Increased Female Engineering Persistence to GraduationDr. Gail Baura, Loyola University Chicago Dr. Gail Baura is Founding Director & Chair, and Professor of Engineering at Loyola University Chicago. Previously, she was a Professor of Medical Devices at Keck Graduate Institute of Applied Life Sciences, which is one of the Claremont Colleges. She received her BS Electrical Engineering degree from Loyola Marymount University, her MS Electrical Engineering and MS Biomedical Engineering degrees from Drexel University, and her PhD Bioengineering degree from the University of Washington. Between
- Conference Session
- Systemic and Policy Issues affecting Women Engineers
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Juliette Sweeney, University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
2019 was only 26% [4]. In contrast to the relatively lownumber of women graduates from GEPs, public discourse supports increasing the number ofwomen within engineering. Academia [5], industry [6], and government in Canada [7] are unitedin seeking to increase the number of women in the engineering profession but there remains agap between this aspiration and the reality within the profession. This paper explores why asimilar gap exists between public discourse and the actual long-term graduation rates fromCanadian graduate engineering schools and the experience of students and faculty within theseprograms.Studying GEPs in Canada is important as GEPs are a critical source of new women engineeringleaders in industry and the only source of new
- Conference Session
- Graduate Student and Postdoctoral Fellow Perspectives on Advancing Women and Gender Equity in Engineering - for the Next 130 Years
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Baishakhi Bose, Lawrence Berkeley National Laboratory; Haleh Barmaki Brotherton, Clemson University; Theo Hopper, University of Michigan; Pamela Martínez Oquendo, University of Nebraska-Lincoln; Lily M. Wang P.E., University of Nebraska-Lincoln; Margaret E.B. Webb, Virginia Tech; Hannah Wilkinson, Utah State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
(WIED) at ASEE convened a panel of current graduate students andpostdoctoral scholars to discuss visions of gender equity in engineering 130 years from now, whereall gender identities feel respected, experience gender equity, and are able to maintain a healthywork-life balance. The panelists reflected on their experiences on advancing womxn and genderequity in engineering, envisioned the progress that should be made in the coming 130 years, andshared ideas on how to achieve those visions, focusing on how dualistic thinking around genderand cis-normativity serve to marginalize womxn in engineering’s learning environments andworkplaces, as well as the critical ways that racial identity and gender intersect in womxn of colors’experiences
- Conference Session
- Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Andrea Chan, University of Toronto; Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Dimpho Radebe, University of Toronto; Emily Macdonald-Roach, University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
profession with men in large majority, has been socially constructed. For example,the works of Wendy Faulkner and Teresa Cardador have, respectively, revealed the way “genderin/authenticity” between person and norms affect who finds identification and belonging inengineering, and offered the “inverted role hierarchy” as a framework to explain why womenadvancing into management roles often lose occupational status and their sense of engineeringidentity as they move away from the “technicist”-centric variety of work (i.e., masculine-leaningconception of engineering).Using data from a 2022 survey with responses from 982 engineering graduates across Canada,and building on our previous qualitative work identifying five distinct engineering career
- Conference Session
- Women in Engineering Division (WIED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ahjah Marie Johnson, University of Cincinnati; Samieh Askarian Khanamani, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Whitney Gaskins, University of Cincinnati
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
, but for Black and Brown students, this becomes increasingly rare due to the inability tofind members with both gender and racial identities. The lack of congruency between mentor andmentee shared racial and gender identities often results in the missed opportunity to acknowledgestructural racism that persist in STEM educational and professional context [23].2.4 Faculty SupportAnother aspect of the support systems for a STEM-enabling campus environment is facultysupport. As the curriculum implementation personnel, they play a significant role in arousinginterest in the courses they offer [28], [29]. Faculty have a direct interaction with students thatoccurs both inside the classroom through structured teaching and outside of the classroom in
- Conference Session
- Messaging, Motivations and Supports for Women Engineers
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Andrea Ramirez-Salgado, University of Florida; Pavlo Antonenko; Swarup Bhunia; Christine Wusylko, University of Florida; Woorin Hwang, University of Florida; Yessy Eka Ambarwati, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
influenced their persistence in CE.The course was designed as a project-based learning experience, empowering students to buildself-efficacy by engaging in hands-on work with embedded systems to solve real-worldchallenges. The findings reveal a nuanced relationship between various factors that bothsupported and challenged the women’s confidence. Overcoming technical challenges andexcelling in their projects provided essential mastery experiences that built resilience. However,while observing women role models offered vicarious learning benefits, societal biasesfrequently undermined this positive impact. Social persuasion, particularly from supportivementors and peers, was crucial in fostering a belief in their capabilities, though interactions
- Conference Session
- Messaging, Motivations and Supports for Women Engineers
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Abiola Olayinka Ajala, Morgan State University; Blessing Isoyiza ADEIKA, Morgan State University; Opeyemi Taiwo Adeniran, Morgan State University; Raymond Deji Olamijulo, Morgan State University; Sarah Halleluyah Adeyemi, Morgan State University; Blessing Omomola, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
that fuel their perseverance. Using a mixed-method approach, the studyintegrates qualitative insights from in-depth interviews with faculty and students and quantitativedata were collected through surveys. This comprehensive approach ensures a nuancedunderstanding of themes such as mentorship, work-life balance, representation, leadershipaspirations, and the broader significance of diversity in engineering [3], [4]. Despite significantcontributions from existing literature, research gaps remain in understanding how the intersectionof race, gender, and institutional context uniquely shapes the experiences of women in engineeringat HBCUs. Previous studies often focus on broader issues of gender disparity in STEM or highlightthe role of HBCUs in