Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gretchen A. Dietz, University of Florida; Kayla Julianna Kummerlen, The University of Florida; Elliot P. Douglas, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, because I'm not like a full-fledged engineer or anything. I did collect some dataand organize it for them. I also did a lot of plan production where the project was alreadydesigned but I would label it, set up the sheets, do the cross sections for the roads and other taskssimilar to that. I could tell the work I was doing actually mattered, it was not just assigned to meto occupy my time. My internship definitely improved my performance in engineering abilitiesjust because it really kind of helped show me the level of work that engineering has to be at -likethe level of detail and precision, how carefully everything gets done. I also learned a lot aboutengineering in general, the process of how a project develops and the quality of work that

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Abrams, Ohio State University; Adithya Jayakumar, Ohio State University; Lucille Sheppard, Ohio State University; Amy Kramer P.E., Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

course as student allies learn about existing inequities and systems of oppression,and work to create a welcoming and supportive environment for all students regardless ofgender, race, ability, or SES. As both the minority and the majority move into the nationalscientific workforce, the knowledge and skills gained through participation in this study willserve as a springboard from which to promote inclusion across all levels of scientific work in theUnited States.The authors plan to continue to offer the Inclusive Leadership Course on a regular basis andcontinue assessing the impact of the course on the students who take it and on the climate in theCOE as a whole. Also, given the positive feedback from students in the non-gender specificsection

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

TA behaviors. Table 3: Instructional Support (Independent) Variables Scale Sample Items The professor in this class cares about how much I learn. Faculty Support The professor in this class treats me with respect. (α = 0.90) The professor in this class is available when I need help. I have discussed career plans with the professor in this class. Faculty Interactions I have discussed academic work with the professor in this class. (α = 92) I have discussed course selection with the professor in this class. The TA in this class cares about how much I learn. TA The TA for my recitation or lab section in this class often stays after

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christina L. Carmen, University of Alabama, Huntsville; Deborah Lynn Fraley, Women in Defense, TN Valley Chapter

Tagged Divisions

Women in Engineering

build the WID fundedSTEM tools. On average, there are 10-12 teams per year in the UAH Product Realization CDC.Typically, 3-4 teams per year work on STEM tool projects funded by WID. All STEM tools aredelivered to the K-12 classroom with complete documentation including an Operations Manual,Teacher Lesson Plan, Student Worksheet, and a Final Report that provides instructions forreplication of the STEM tool for use in other classrooms or schools. All STEM tools aredesigned with safety as a top-level requirement, and durability as a close second. The tools aredesigned to be used indefinitely and with minimal maintenance. The STEM tools are alsodesigned to be modular, such that parts and components can be easily replaced by the teacher.To date, 27

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

[international community] had built this system, so then all of our plans kind of went up in smoke, and I think that was really frustrating to a lot of our members…I had my [local community] experience to know that these things didn’t always work out, and I think because I was a leader at that time, it was my job to tell everybody, “It’s okay,” and, “It’s going to work out,” and in the process I had to convince myself.For Nickie and for the other women, these ESPT experiences of failure became opportunities torespond – to get better at “doing”, to find an alternative way, to realize “Wow, I do need to knowthe answers” or to raise their own standards. Failure was an important part of engineering praxis– it defined the

Conference Session

The Pipeline

Collection

2008 Annual Conference & Exposition

Authors

Tania Monterastelli, University of Maryland-Baltimore County; Taryn Bayles, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

Women in Engineering

working in groups while executing a task relative to engineering. The students were instructed to design and construct a free- standing structure to the maximum height possible while minimizing total cost. At the beginning of the activity each team was given a bag of assorted Tinker Toys which they were not allowed to open. The teams were then given 20 minutes to design and plan their structures (without using the materials), and only 3 minutes for construction.Week 2: The Engineering MethodOn October 18, a Chief Scientist of Space Systems at Northrop Grumman delivered apresentation on the engineering method. The speaker emphasized the importance of planningthroughout the entire engineering process and included

Conference Session

Climate Issues for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Tech; Soyoung Lee, Virginia Tech; Peggy Meszaros

Tagged Divisions

Women in Engineering

Research As is typical for statistical procedures like multiple regression or path analysis, themajority of the variance in women’s interest and choice of a career in IT remains outside of theability of our conceptual model to explain. This was true for men as well. There are undoubtedlymany structural variables, such as cultural factors that support racial differences, genderstereotypes and gender based occupational segregation, as well as interactions that occur in theclassroom, that would add to the predictive power of the model were it possible to quantify it.Similarly, we have yet to investigate the relationship between performances in certain types ofcourse and course taking patterns to an interest in a career in IT. We plan to pursue

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

students navigate to their degrees by studying major pipelines, pathways, and mostrecently ecosystems. This study, however, drills down to a specific cohort of students - femalestudents in their first semester of a First-Year Engineering (FYE) program. It has been estimatedthat roughly one-half of these students enter into a major their sophomore year different from whatthey initially planned at the beginning of their freshman year. This longitudinal study examines theintended and declared majors of five cohorts of female students as they progressed through FYE,into an engineering discipline, and finally to their earned bachelor degree. Two types of students:Dedicated and Unsure, and three categories of majors: Confident, Middle Ground, and

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

career professional is daunting for anyone, especiallywomen entering a technical field such as engineering. When encountering challenging, gender-based situations, women react in various ways, from ignoring the situation to leaving theengineering field completely. Through a literature review, this paper investigates conceptuallyaligning counterfactual thinking and career motivation theory for early career women engineers.Counterfactual thinking is the creation of alternative scenarios to events that already occurredand imagining different consequences or benefits. Career motivation theory aims to understandcareer plans and decisions. From these theories, this review explores the effects of counterfactualthinking on women engineers’ reactions to

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling, Duke University; Megan Gray, Duke University; Medha Gupta, Thomas Jefferson High School for Science and Technology; Amy Arnold, Duke University; Kelly Perri, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

to facilitate exposure to professionalopportunities. Sometimes these events are planned remotely and attended by student cohorts,other times, coaching staff will attend the events with students. Each student is also matchedwith a mentor who is currently in the tech industry and has been found by the coaching staff.There is no formal training for these mentors, and each pairing navigates the particulars ofworking together for the summer. The program requests that the mentor-mentee pair attempt tomeet every other week; however, this is not required. Students also typically informally mentoreach other when returning home while talking through their experiences and challenges in thejob environment. These spontaneous conversations are

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Rojewski, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

with advisors and mentors, and provided brainstorming andsupport to help negotiate these relationships.Evaluation MethodologyAssessment and evaluation were an integral part of this project from its initial conception. Thebudget for this project proposed, and was funded, with an explicit eye for evaluation and anexperienced educator was hired to plan, execute, and evaluate the program. Approval for Page 26.825.5research with human subjects was obtained from the University’s Institutional Review Board (IRB), and participants were provided with an informed consent form and had the option toparticipate in the discussion series with—or without

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark P.E., Aston University

Tagged Divisions

Women in Engineering

issues raised anddiscussed. A number of these are discussed below.In focusing on the influences impacting girls’ perceptions of engineering and applied sciencethe analysis identified two major underpinning factors: Educational; and Socio-Professional.Each one of these is now discussed in turn. - Educational FactorsIn planning how the interviews should be conducted the two teenage researchers reflectedupon their personal experiences of making the transition from Primary to SecondaryEducation. In particular, it was apparent that the way in which the girls were taught mathsand science at Primary School differed significantly to the learning and teaching approachesthey were later exposed to during High School. In keeping with the participatory

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Women in Engineering

the retention quiz illustrate thatthis E3 did not link students to actual previous knowledge and may have caused some confusionas the number of students who accurately answered the combined loading concept questiondropped by nine percent.These results would indicate the bicycle E3; the only one developed by the author, should eitherbe reviewed and revised or discontinued. Considering the time and effort involved in developingthis activity and in building the models, it appears it would have been a more efficient use offaculty time to first implement the proven E3s provided on the ENGAGE website14, includingthose described in Patterson’s17 booklets. Many of those E3’s also come with lesson plans,including concept development, additional

Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gretchen L. Hein, Michigan Technological University; Daniela Faas, Harvard University; Anne M Lucietto, Purdue University; Jacquelyn Kay Nagel, James Madison University; Diane L Peters P.E., Kettering University; Rebecca M. Reck, Kettering University; Mary C. Verstraete, The University of Akron; Deborah J. O'Bannon P.E., University of Missouri, Kansas City

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

and academic members. TheWIA committee consists of approximately 20 members who are active in planning and carryingout activities relevant to the larger academic community within SWE. To strengthen theadvocacy efforts of SWE, the committee developed an advocacy statement of what the WIACommittee supports. This statement was subsequently adopted by the SWE Board of Directors.The full advocacy statement is in Appendix A. The key points, which are important to thisdiscussion of what SWE and WIA offer its membership, include the following: ● tools and resources to support the interests of these members, ● advocating with the institutions and universities where these members work and volunteer, ● educating others about this unique career

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

camp.ConclusionThe results of this research suggest two things. First, a single-sex engineering camp model canhave positive effects on the self-efficacy of the young women who attend and participate. Theco-ed camp model has similar effects on the male participants. However, a co-ed camp modelmay not be the ideal model for fostering women’s interest in engineering. This understanding isimportant when planning engagement opportunities, especially those engagement opportunitiesthat are marketed to women and other minorities in engineering. Planning activities with realworld applications and stories as well as activities that encourage participants to use art are twosuggestions for future programming. A better understanding of how all engineering camps

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anne M Lucietto, Purdue Polytechnic Institute; Diane L Peters P.E., Kettering University; Liza Ann Russell, Purdue University ; Meher Rusi Taleyarkhan, Purdue University; Shelly Tan

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

]. This poses another barrier to career advancement and professionaldevelopment. Abusive relationships can also threaten the career advancement of women as theirpartner may prevent them from being successful in the workplace or from attending neededprofessional development events [22].Travel for Professional Development & LocationConference participation often involves advanced planning to secure a hotel reservation andmaking travel arrangements as they are often held in larger cities and last three to four days [14].The time involved with traveling for professional development may serve as a barrier as womenmay not feel comfortable leaving their children, especially if they are breastfeeding [13].Further, they may not be able to get time off

Conference Session

Climate Issues for Women Students

Collection

2007 Annual Conference & Exposition

Authors

Xiang-Yun Du, Aalborg University; Anette Kolmos, Aalborg University

Tagged Divisions

Women in Engineering

engineering study. In comparison, female students referred to drawing,calculation and language edition in writing as their main technical contribution. In addition, femalestudents all spoke of their special contribution in terms of planning, coordination, communication andmanagement. As one said, ‘I am good at structure. I am the one who is arranging things, making programs and agendas for everyday, structuring what we are doing, and so on. Guys are messy, sometimes they get too involved and tend to forget deadlines.’However, these features can not replace their lack of technical skills. Female students need to makespecial efforts to catch up.At A&D, gendered features in doing the project work can also be identified, for example, male

Conference Session

An International Perspective

Collection

2007 Annual Conference & Exposition

Authors

Carmen Maldonado, University of Puerto Rico-Mayaguez; Tatiana Ramirez, University of Puerto Rico-Mayaguez; Idalis Vazques, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

Women in Engineering

? Page 12.1080.8III. Literature ReviewDuring years the percentage of women that expressed interest in sciences and engineering studieswas half of the number of males maintaining this interest. In the United States however, thispercentage has been declining. According to these statistics, by the end of high school only 29%of girls think they would enjoy being a scientist while 52% of boys think this way13. At the endof their first year of college less than 33.33% of the girls interested in those careers stayed thisway12. In 2001 Melymuka15 reported that even though teenage girls are using computers and theInternet at rates similar to their male peers, they are five times less likely to consider atechnology-related career or plan on taking post

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley; Eli Patten, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Farzana Ansari, University of California, Berkeley; Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

Women in Engineering

Page 25.878.4exhibits.The lecture sections of the leadership module provided the framework for development of thecore competencies28. A central focus of the leadership module was the three “C”s of leadership:competence, compassion, and chronos (time management). The module offered methods fordeveloping personal and team leadership styles; addressed differences in learning and personalitystyles; presented pathways for implementing mission statements and plans of action; offeredopportunities for strategic thinking, problem solving and brainstorming; utilized teamwork indiverse settings; and implemented K-12 service learning through outreach teaching activities.Table 1 provides a summary of the lecture topics provided within the leadership

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Women in Engineering

formalize a process. There's always a formal process for communication in the workplace anyway. There's always some planning time, some meeting. You have to formalize that. (White professional)One reason that procedures may be so effective is that they influence future behavior rather thanharp on past problems. For instance, one professional noted that formal brainstormingprocedures “driv[e] the conversation forward” (White professional) by providing a means tohear from everyone in the group. Rather than focusing on interpersonal relationships, formalprocedures can provide a mechanism for hashing out ideas.By contrast, less than one-fourth of students (4/19) mentioned following formal procedures orestablishing ground rules as a means

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rosalyn S. Hobson, Virginia Commonwealth University; Cindy Jong, University of Kentucky; Donna Joy Dockery; Mary Hermann, Virginia Commonwealth University; Teresa Jones Carter, Virginia Commonwealth University

Tagged Divisions

Women in Engineering

role socialization on girls’ choice topursue STEM careers has been alluded to in the literature [28]. The impact of sociocognitiveinfluences on girls’ interest in STEM careers will be further considered in this study, as well theinfluences of K-16 education and early to mid-career experiences in the workplace.Data Collection Plan Page 23.966.4Based on the review of the literature, an in-depth interview protocol [25] was developed for thepilot study. For the pilot study, the researchers conducted two interviews spaced about a weekapart following an brief introductory conversation to introduce the study to participants. The firstinterview lasted

Conference Session

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ann Sharon Lourens, Nelson Mandela Metropolitan University (NMMU) Port Elizabeth South Africa

Tagged Divisions

Women in Engineering

plan of action to address areas that the WES would like todevelop further; and (d) four group workshop sessions which focussed on personal and career-related issues, namely, True Colours, a Team-building exercise, Assertiveness and ConflictManagement, and Portfolio Development 13. External training providers presented workshops onthe choices that women face in their work and personal lives and on how to dress and behaveprofessionally in the workplace 6.The principle was accepted that social support affects course achievement, as proposed by Marraand Brogue 9. Therefore, in an effort to provide social support and create an identity for womenengineering students, the engineering school secured its own WELA homeroom. In addition, inan effort to

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maureen C Smith, San Jose State University; Jinny Rhee, San Jose State University; Belle Wei, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

General Knowledge Interesting sessions; Learn 9.3% (15) new thingsa 5.4% (N=9) of respondents reported they do not want to or plan to be an engineerb 1.8% (N=3) of respondents reported they do not know how the conference connects to their educationc 4.9% (N=8) of respondents reported they were unsure how the conference related to their career goals Engineering Student Identity: Participants were asked to respond to survey itemsrelated to three factors: Commitment to engineering/computer science majors, engineeringcompetence, and engineering agency. Commitment to Engineering/CS Majors: Three survey items were taken from a studyby Fleming et al. [6] to assess the

Conference Session

Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Lari Garrison, University of Washington; Reed Stevens, University of Washington; Portia Sabin, University of Washington; Andrew Jocuns, University of Washington

Tagged Divisions

Women in Engineering

assembling a number of resources (e.g., advisors,department websites, classmates, sorority sisters) in order to aid them in thisnavigation.We analyzed the field notes from observations and transcripts from interviewswith sixteen students, who when they enrolled at UWest, planned to major inengineering. The interviews and observations took place over the course of thestudents’ first three years at UWest, focusing on the period of time when theywere readying their applications for admission to the college, the spring of theirsophomore year, to examine the implications of the uncertainty that students feelabout the admissions process. We describe: • the uncertainty that students have about their futures in the engineering college

Conference Session

Mentoring

Collection

2008 Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette; Beth Holloway, Purdue University

Tagged Divisions

Women in Engineering

. Morerigorous evaluations are completed mid-year and year-end to gather qualitative data and solicitsuggestions for future programs. To further foster the networking mentoring among theparticipants, the GMP leadership team (LT) also plans social activities outside the academicsetting, sends monthly newsletters, and continually updates the GMP website. To provide moreopportunities for the participants to engage in networking mentoring, two new components wereadded to the GMP in Fall 2007; Monday Munchies and Mentoring Groups. “Monday Munchies”is a weekly event held to encourage students to take a break from their busy schedules andsocialize with other GMP members. The Mentoring Groups are department-based and encourageparticipants to meet with the other

Conference Session

Money and People; Resource Management for Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Debra Lasich, Colorado School of Mines; Candace Sulzbach, Colorado School of Mines

Tagged Divisions

Women in Engineering

AC 2008-1689: THE ROLE OF INSTITUTIONAL COMMITMENT IN THEUTILIZATION OF COLLEGIATE SWE SECTIONS AS A RECRUITMENT ANDRETENTION STRATEGYDebra Lasich, Colorado School of Mines Debra K. Lasich, Colorado School of Mines Debra Lasich has a B.S. degree in sociology from Kearney State College and a Masters of Community and Regional Planning from the University of Nebraska-Lincoln. She is the Executive Director of the Women in Science, Engineering and Mathematics (WISEM) Program at Colorado School of Mines, and also teaches in the Applied Communication Department at the University of Denver. Debra has worked in the academic arena for over 25 years as a college administrator, adjunct faculty member, and

Conference Session

K-12 Programs for Girls and Young Women

Collection

2008 Annual Conference & Exposition

Authors

Susan Burkett, University of Arkansas; Claire Small, Springdale High School; Charles Rossetti, University of Arkansas; Bryan Hill, University of Arkansas; Carol Gattis, University of Arkansas

Tagged Divisions

Women in Engineering

in the single gender camp and some girls indicated they felt sorry for themale coordinators because there were so few! Page 13.29.9In the long-term, our goal is to track these students and retain at least 50-60% of these studentsthrough a degree program at UA. This plan is very likely to create a steady flowing pipeline ofunderrepresented students from the surrounding region.SummaryIn summary, the project objective was to raise awareness and create enthusiasm for the scienceand engineering disciplines in middle school female students as a way to address the lack ofdiversity in these fields. This project consisted of a 5-day summer non

Conference Session

Issues of Persistence in Engineering

Collection

2009 Annual Conference & Exposition

Authors

Matthew Ohland, Purdue University; Michelle Camacho, University of San Diego; Richard Layton, Rose-Hulman Institute of Technology; Russell Long, Purdue University; Susan Lord, University of San Diego; Mara Wasburn, Purdue University

Tagged Divisions

Women in Engineering

“Whisper Down”.Russell Long, Purdue University Russell A. Long is Associate Director of MIDFIELD and Director of Project Assessment in the School of Engineering Education at Purdue University. He has twenty years experience in institutional research, assessment, strategic planning, and higher education policy. He is a SAS expert and manages the MIDFIELD database.Susan Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is currently Professor and Coordinator of Electrical Engineering at the University of San Diego. Her teaching and research interests include electronics, optoelectronics, materials science

Conference Session

Women Faculty Issues and NSF's ADVANCE program

Collection

2006 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame

Tagged Divisions

Women in Engineering

Page 11.1066.11benefit, service, plan or policy which such recipient administers, operates, offers, orparticipates.”19 This regulation appears to limit the requirement to treat pregnancy as a medicaldisability only in regard to the medical services and programs in which the educationalinstitution participates. Thus, a medical insurance policy offered to students cannot excludepregnancy. And although the regulations require that the educational institution treat anemployee’s or faculty member’s pregnancy the same as any other temporary medical disability“for all job related purposes,” with regard to students the regulations do not go beyond therequirement of equal treatment in medical services.19 Thus, the regulations appear to allow for

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Lysbeth Henderson, West Virginia University; Karen E Rambo-Hernandez, West Virginia University ; Christina Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

(strongly disagree) to 7 (strongly agree). The engineering identity scalehad acceptable internal consistency (α = .78).To measure fixed and growth mindsets, the implicit person theory scale (Dweck & Leggett,1988) was divided into two scales measuring growth items such as “No matter who you are,you can significantly change your intelligence level” and fixed items such as “The kind ofperson someone is says something basic about them, and it can’t be changed very much.”Responses ranged from a scale of 1 (strongly disagree) to 6 (strongly agree). The fixed mindsetscale had internal consistency of α = .63. The growth mindset scale had internal consistency ofα = .74.Plan of AnalysisDescriptive statistics were analyzed using IBM SPSS Statistics 24