Conference Session

Using Teams, Seminars & Research Opportunities for Retention

Collection

2006 Annual Conference & Exposition

Authors

De'Jeune Antoine, Xavier University of Louisiana; Mica Hutchison, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Women in Engineering

) were male; 20% (n=33) were minorities (African American, Native American, andHispanic American) and 80% (n=128) were Caucasian. While the majority of the participants(85%, n=137) were students enrolled at the host institution, fifteen percent (n=24) of theparticipants visited the program from other institutions. Table 1 depicts the demographics for the40 students that made up the sample population for this study. Table 1. Demographics of sample population. Men Women # in % of # in % of Sample Sample Sample Sample Caucasian 16

Conference Session

K-12 Programs for Recruiting Women

Collection

2006 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University; Mary Graham, Clarkson University

Tagged Divisions

Women in Engineering

participation in the PIE program - through theircontact with the women engineering students, the breath of exposure to professional women ingeneral, and the experience of using math and science to solve a meaningful problem.IntroductionThe underrepresentation of women and minorities in engineering, science and technical (SET)fields is well documented.[1-5] Women and minorities (both sexes) comprise about two thirds ofthe entire U.S. workforce, but account for only 25 percent of the technical workforce,[2] whileminority and non-minority females represent a mere16 to 17 percent of the SET workforce.[6]Trends in the composition of the U.S. workforce show a steady decline of white malerepresentation and an increase in female and minorities, yet

Conference Session

Climate Issues for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Sheila Edwards Lange, University of Washington

Tagged Divisions

Women in Engineering

undergraduate and graduate students. The researchpresented here uses an observation about the context of education to frame the research project;and locates the project within the realm of previous research on educational climate. This projecttests the null hypothesis that the context of education does not matter for women’s experience ofclimate. Figure 1 indicates the conceptual framework utilized by this research. The mainvariables of interest are in a bold font.Figure 1. Conceptual Framework of Research Classroom Experiences Laboratory Experiences Relationship with Faculty Climate Retention Professional Development Work/Family BalanceThe contexts in which students are educated are different at the undergraduate and

Conference Session

K-12 Programs for Recruiting Women

Collection

2006 Annual Conference & Exposition

Authors

Firouzeh Keshmiri, Milwaukee School of Engineering; Ann Bloor, Milwaukee School of Engineering; Mary Jo Wellenstein, Milwaukee School of Engineering

Tagged Divisions

Women in Engineering

impact on the vitality of the ruralcommunities.ReferencesAAUW Educational Foundation, Under the Microscope, Washington, D.C., March 2004Andrews, Christine, L., McCum, Sharon, Wilkens, Leslie, Women in Technology (WIT): AParadigm for Working Toward Systemic Change in Science, Technology, Engineering and Math(STEM) Education and Employment, IWPR 2003 Conference, Washington, D.C., June 2003Beeson, Elizabeth, Strange, Marty, Why Rural Matters 2003: The Continuing Need for EveryState to Take Action on Rural Education, Journal of Research in Rural Education, Spring 2003,Vo. 18, No. 1. 3-16Congressional Commission on the Advancement of Women and Minorities in Science,Engineering and Technology Development, Land of Plenty: Diversity as America’s

Conference Session

Using Teams, Seminars & Research Opportunities for Retention

Collection

2006 Annual Conference & Exposition

Authors

Dawn Farver, University of Arkansas; Carol Gattis, University of Arkansas

Tagged Divisions

Women in Engineering

contact between mentor and mentee occur before classes start in the fall.IntroductionWomen have comprised more than 50% of the enrollment in four-year colleges throughout theUnited States since 1978, and yet women only comprised 20.3% of total undergraduateenrollment in engineering programs in 2003-2004 1. In 2001, women earned 57.4% of allbachelor’s degrees in the U.S, but only 20.1% of engineering degrees 2. Our goal is to retain asmany of the women who enroll in engineering as possible since our starting numbers arecurrently not high. Mentoring programs provide a way to help retain these students through Page 11.449.2mechanisms that benefit the

Conference Session

Women Faculty Issues and NSF's ADVANCE program

Collection

2006 Annual Conference & Exposition

Authors

Barb Silver, University of Rhode Island; G. Boudreaux-Bartels, University of Rhode Island; Helen Mederer, University of Rhode Island; Lynn Pasquerella, University of Rhode Island; Joan Peckham, University of Rhode Island; Mercedes River-Hudec, University of Rhode Island; Karen Wishner, University of Rhode Island

Tagged Divisions

Women in Engineering

associate professors, and 18% of assistant professors.[1]In addition to recruitment barriers, retention and advancement provide additional obstacles.Reduced tenure rates, slower promotion rates, inflexible and demanding work schedules thatmake balancing work and family difficult, heavy service and teaching loads, and a male-dominated, often hostile work climate that does not validate the needs or contributions of womenparticipants all contribute to a higher attrition rate[2] – [5] for women than for men STEM faculty.The University of Rhode Island was representative of these trends until a series of events,culminating in the activities of the NSF ADVANCE program, provided avenues for positivechange in the College of Engineering, which now serves as

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Christina Vogt, National Academy of Engineering

Tagged Divisions

Women in Engineering

engineering programs before graduation.1 Severalreasons have been posited such as attrition resulting from inadequate academic support, or fromlowered student confidence due to estrangement from faculty members.3,4 For example, in fieldssuch as engineering and computer science, students have commented on the inaccessible orunapproachable nature of faculty. To evaluate this previous body of research, this study gathereddata across four research universities. Using structural equation modeling, it measuredenvironmental effects, i.e., academic integration or faculty distance on a) self-efficacy, b)academic confidence and c) self-regulated learning behaviors, and d) GPA. Results showed thatfaculty distance lowered self-efficacy, academic confidence and

Conference Session

1st Year Retention Programs for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Susan Donohue, University of Virginia; Carolyn Vallas, University of Virginia

Tagged Divisions

Women in Engineering

percentage of female undergraduate students among the variousschools and programs at the University. Figure 1 in Appendix A is a graphical representation ofthe enrollment figures for female undergraduate students from the schools and programs at UVafrom 1994 to 2005, providing an efficient means of portraying these trends.1 The undergraduateenrollment percentages are mirrored in the female graduate engineering student population at theUniversity as well as at many other American universities.2, 3 Figure 2 in Appendix A is thegraduate counterpart to Figure 1.To combat these trends, CDE proposed the creation of the Women’s Initiative in 2004 to SEASleadership. The Women’s Initiative, modeled after various Women in Engineering (WIE) andWomen in Science

Conference Session

Using Teams, Seminars & Research Opportunities for Retention

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Anaïs Miodek, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

Women in Engineering

are underrepresented, inthe exploding new nanotechnology field under the direction of faculty at UVa who bringexpertise from a wide variety of scientific and technological disciplines. This paper reviews themotivations behind the program’s development, discusses the objectives and structure of theprogram, and finally analyzes the program’s impact on the participants’ future aspirations.Background on Engineering Study in the U.S.:According to the U.S. Bureau of Labor Statistics, the top four projected fastest growingprofessional occupations in the U.S. through 2008 require training in engineering and science. Ofthe remaining top ten, only two do not require technological training.1 However, the overallpercentage of science and engineering

Conference Session

1st Year Retention Programs for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Joseph Urban, Arizona State University; Mary Anderson-Rowland, Arizona State University; Faye Navabi, Arizona State University; Debra Banks, Consultant

Tagged Divisions

Women in Engineering

shortcomingsand strengths of the students within a class. The self assessment questions were: 1) When it comes to using email, I am; 2) When it comes to searching the web, I am; 3) When it comes to building spreadsheets, I am; 4) When it comes to writing documents with a word processor, I am; and 5) When it comes to developing computer programs, I am.There were five possible answers to the self-assessment questions: a) not at all confident; b) not Page 11.603.5very confident; c) average; d) confident; and e) very confident. There were values assigned tothe answers of the self-assessment questions with one for not at

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University

Tagged Divisions

Women in Engineering

programs in engineering. PennsylvaniaState University requires that all freshmen complete a one-unit seminar as part of their GErequirements. In four semesters, they offered 51 unique engineering seminars.1 The researchersfound that the students in these seminars reported “moderate or greater progress in several keyareas: teamwork (37%), using computers (41%), and making life decisions (37%)”. Overall,63% of the 1024 students who took these seminars were satisfied. A different approach wastaken by the Maseeh College of Engineering and Computer Science at Portland State University.Portland State has a four year General Education program that includes “freshman andsophomore inquiry sequences, junior level cluster courses that help students focus on

Conference Session

Potpourri Session

Collection

2007 Annual Conference & Exposition

Authors

Mara Wasburn, Purdue University

Tagged Divisions

Women in Engineering

involves attractingconsiderably more women to careers in STEM disciplines. Approximately half the potentialSTEM talent pool consists of women. In the United States, there is still a great deal ofoccupational segregation by sex. Although women constitute 46 percent of the labor force, lessthan a quarter of the scientists and engineers in the country are women.1 Internationalcomparisons of occupational segregation are difficult because nations seldom use comparablecoding systems.2 However, such data as are available indicate not only the existence of such agendered division of labor throughout Western Europe, but also the likelihood of its persistence.For example, while half of all university students in Germany are women, women represent only34

Conference Session

Recruitment and Retention Topics

Collection

2007 Annual Conference & Exposition

Authors

Rose Mary Cordova-Wentling, University of Illinois-Urbana Champaign; Steven Thomas, Lockheed Martin Corporation

Tagged Divisions

Women in Engineering

AC 2007-355: WORKPLACE ENVIRONMENTS THAT HINDER AND ASSIST THECAREER PROGRESSION OF WOMEN IN INFORMATION TECHNOLOGYRose Mary Cordova-Wentling, University of Illinois-Urbana ChampaignSteven Thomas, Lockheed Martin Corporation Page 12.1616.1© American Society for Engineering Education, 2007 1 Workplace Environments that Assist and Hinder the Career Progression of Women in Information Technology AbstractThe purpose of this study was to develop an understanding of the workplace environmentcharacteristics that hinder and

Conference Session

Perspectives for Women Faculty

Collection

2007 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Mara Wasburn, Purdue University; Valarie young, Ohio University

Tagged Divisions

Women in Engineering

AC 2007-386: EXPECTING THE UNEXPECTED AS AN EXPECTING FACULTYMEMBER: A QUALITATIVE STUDYAdrienne Minerick, Mississippi State UniversityMara Wasburn, Purdue UniversityValarie young, Ohio University Page 12.709.1© American Society for Engineering Education, 2007 Expecting the Unexpected as an Expecting Faculty Member: A Qualitative Study Adrienne R. Minerick1, Mara H. Wasburn2, Valerie L. Young3 1 Dave C. Swalm School of Chemical Engineering Mississippi State University Mississippi State, MS 39672

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Lisa Davids, Embry-Riddle Aeronautical University-Prescott; Heidi Steinhauer, Embry-Riddle Aeronautical University-Prescott; Darris White, Embry-Riddle Aeronautical University

Tagged Divisions

Women in Engineering

Aeronautical University are in one of thesedisciplines. Considering that 47% of the general US workforce is comprised of women,continued and increased efforts are needed to increase the number of women entering theengineering workforce. Like many institutions, Embry Riddle has struggled to attractwomen to our engineering programs. The university is working to increase femaleparticipation in all aspects of the engineering program. As shown in figure 1, acomponent of the multifaceted EmpoWER (Empowering Women at Embry Riddle)program to attract and retain young girls to the engineering field is to provide role femalemodels to dispel the perception that engineering is a male dominated field. Figure 1: Components of EmpoWER ProjectThe

Conference Session

Perceptions of Women's Success in STEM

Collection

2007 Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology

Tagged Divisions

Women in Engineering

engineering programs continues to be of great concern giventhe demographics of the US workforce that predicts that by 2010, 67% of the entrants into theworkforce will be women and minorities (see Figure 1).1 At the baccalaureate level, womendominate the ranks, earning 56% of the undergraduate degrees in 2002.2 Women earned nearlyhalf of all degrees in law (48%) and medicine (46%), 41% of the masters in businessadministration, 36% of Ph.D.’s in natural science, but only 18% of the engineering doctorates in2004.3 Why are women attracted to professions, many of which are math and science based, butrarely consider engineering as a career choice?Figure 1: Undergraduate Engineering Enrollment U.S. Undergraduate Engineering

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Barbara Bogue, Pennsylvania State University; Kelly Rodgers, University of Missouri; Demei Shen, University of Missouri

Tagged Divisions

Women in Engineering

thesequestions.1. Are there differences in 2003-2004 respondents (longitudinal) for the defined subscales for the overall data set? Do they vary by year in school, ethnicity, or institution?2. Is there a relationship between students’ self reported retention plans and their self-efficacy scores?3. Are there gender differences for subscales, by institution, or by year-standing?Subjects and Procedures Page 12.1262.4Data from two sets of subjects are reported. One set for women who responded to both LAESEin both 2003 and 2004, and another set of men and women who responded to a revised LAESEin 2005.There were 196 undergraduate women studying

Conference Session

Climate Issues for Women Students

Collection

2007 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Dale Baker, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

Women in Engineering

content knowledge. The studio course inwhich she was enrolled required introductory physics and calculus skills. Her physics and mathbackground was adequate to perform well with this type of content. She was interested inlearning engineering skills and concepts. On the other hand, her goal in taking the course was toexplore and learn more about the engineering learning environment without strong intentions topursue an engineering degree. This reflected a “typical” freshman student’s uncertainty inchoosing engineering as a career.There were three sources of data for this study: 1) the researcher’s observations and journalentries, 2) the researcher’s assessment of her self-efficacy, and 3) the self-assessment papers shewrote as assignments for the

Conference Session

Perspectives for Women Faculty

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Tech; Margaret Layne, Virginia Tech

Tagged Divisions

Women in Engineering

onprevious research7 using results from the AdvanceVT Work-Life Questionnaire8 to identifyelements of departmental and university policies and practices that contribute to the ability ofengineering faculty members to manage work-life tensions. As compared to the expression“worklife,” we use “work-life” to refer to managing the demands of both a work and personal orfamily life.The paper addresses three research questions: RQ 1: How does the overall job satisfaction of faculty members in engineering compareby gender and to non-engineering faculty? RQ 2: Is there a relationship between perceptions of work-life tensions and overall jobsatisfaction and how does this vary by gender and among engineering and non-engineeringfaculty? RQ

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Catherine F Pieronek, University of Notre Dame; Leo H McWilliams, University of Notre Dame

Tagged Divisions

Women in Engineering

engineering students ratedthemselves lowest in terms of personal and social development, as well as in regard to reflectiveand integrative learning, when compared to their peers in other majors. The authors speculatethat “the engineering experience may focus narrowly on content, excluding broader personaldevelopment that is necessary for life-long learning” (p. 275).1 Smith and associates agree thatall engineering students throughout their undergraduate education require professional skill Page 23.519.2development in terms of talking through and listening to ideas with peers, knowing how to buildtrust in a working relationship, and leadership of

Conference Session

Issues of Outreach and Interest in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

. Page 23.544.1 c American Society for Engineering Education, 2013 Equipping an Army of Ambassadors: A Workshop Model for a STEM Career Speaker's BureauImmersed in a society that is dominated and driven by work, and vulnerable to social influencesof prestige and gender bias, children as young as five years of age begin to postulate what careerthey will one day have[1]. Young people tend to choose professions that are familiar[2], whethertraditions in their family, or professions that have been exposed to them through education andexperience.Most careers in STEM aren't quite as tangible and recognizable as say a teacher, fireman, orprofessional sports player[3, 4], and young women

Conference Session

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa A Dagley, University of Central Florida; Nirmala Ramlakhan, Nee-Moh, Inc; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida

Tagged Divisions

Women in Engineering

Associate Editor of the Neural Networks journal from 2006 to 2012. He has served as the Technical Co-Chair of the IJCNN 2011. c American Society for Engineering Education, 2013 Establishing a Women’s Mentorship Network in a STEM Learning CommunityFor the science and technology workforce to remain globally competitive “The U.S. researchenterprise needs all the talent, skills, and brainpower that it can get” (p. 109)1. While addressingthe President’s Council of Advisors on Science and Technology (PCAST), Linda Rosen, CEO ofChange the Equation, stated “generally, with the recession, looking at three years of (national)data there were three point six people for every open job

Conference Session

Issues of Outreach and Interest in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Joshua M Frey, Elizabethtown College

Tagged Divisions

Women in Engineering

economy alone [1]. While producingmore engineers is a complex systemic challenge, one of the major hurdles is the lack of studentsentering the pipeline to higher education in STEM fields [2]. Outreach programs to K-12students have been established to address the lack of excitement and knowledge about theengineering field amongst younger students. While there are many engineering companies, non-profit organizations, and individualsthat support localized outreach, most K12 students still do not have substantial exposure toengineering, and there continues to be unmet demand for trained engineers. As a field, we needto motivate more individual engineers to support and perform K12 outreach. One model forexamining the motivation to perform some

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Moriarty, National Science Foundation; Susannah Howe, Smith College; Elena Rose Yasinski, Carnegie Mellon University

Tagged Divisions

Women in Engineering

college for women. The Picker Engineering Program wasestablished in 1999 and is the first accredited engineering program at a women’s institution inthe United States. The program decided to seek funding for a job shadow program based on theresearch reported above suggesting that job shadowing might be one way to increase interest inengineering and on the following factors: 1. Students at Smith do not declare a major until the end of their sophomore year, thus providing a perfect opportunity for students to explore engineering and for recruiting students who might not have otherwise chosen engineering. 2. Students enrolled in Picker Engineering courses have consistently reported in surveys administered by the department

Conference Session

Retaining and Developing Women Faculty in STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Purdue University; Corey T Schimpf, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

notions of power.Following that is a two-part literature review on: 1) work-family balance and related policies, Page 23.489.2and 2) engagement with Foucault in engineering education literature. After a description of ourmethods, we present our findings, identifying ways in which further engagement with Foucault’sscholarship can help engineering educators and administrators better understand both thechallenges faced by female engineering faculty and persistent underrepresentation of femalefaculty. Specifically, we identify the following topics that would benefit from furtherengagement with notions of power: 1) internalization of social norms

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Roger A. Green, North Dakota State University; Christi McGeorge, North Dakota State University ; Cali L. Anicha, North Dakota State University; Ann Burnett, North Dakota State University

Tagged Divisions

Women in Engineering

institutional transformationinvolves multiple interventions which take into account (1) the effects of institutional policiesand practices; (2) campus climate, reflecting attitudes and behaviors that diminish women’sadvancement; and (3) knowledge and skills for success in teaching, research, and leadership.Because men are recognized as vital partners in achieving institutional transformation forgender equity, the ADVANCE FORWARD project deliberately cultivates alliances with menfaculty and administrators. The Campus Climate component of the project focuses upon the institutional andindividual responsibilities for working toward a gender diverse faculty and a supportive,inclusive, collegial environment, and tying institutional rewards to success

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Julie Ann Lorah, University of Washington

Tagged Divisions

Women in Engineering

quantitative and qualitativedata suggest that schools that used the CTC messaging and principles generally saw a greaternumber of improvements in student perceptions of engineering than those that did not use theCTC messaging and principles. Further, using CTC principles in the curriculum appears to havea stronger relationship with student perceptions of engineering than using CTC to createrecruitment and publicity materials.IntroductionThe National Academy of Engineering’sChanging the Conversation (CTC) reportprovides recommendations for how to talkto students about engineering to engagethem, interest them, and keep them in thefield.1 The messages portray engineering asa creative endeavor that can help others. Specific messages suggested by CTC

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas E. Pinelli, NASA Langley Research Center; Cathy W. Hall, East Carolina University; Kimberly Marie Brush, NASA Langley Research Center; Jeannine B. Perry, Continental Research Associates, Inc.

Tagged Divisions

Women in Engineering

23.206.2Abstract Participants in this study were student interns and mentors taking part in the 2012, 10-week Langley Aerospace Research Student Scholars (LARSS) summer internship program inHampton, Virginia. The study examined mentors and student interns’ ratings of theirpreparedness in basic knowledge and skills. The study focused on three primary areas: 1) overallevaluation of knowledge and skills by mentors and interns; 2) male and female interns’perceptions of their own skills in these key areas; and 3) mentors’ perceptions of their studentinterns’ knowledge and skills in the same areas by gender. Overall mentors were more positiveabout their interns’ improvement in 12 of 17 areas assessed than were the student interns. Therewere no

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Catherine F. Pieronek, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

Tagged Divisions

Women in Engineering

personaldevelopment that is necessary for life-long learning” (p. 275).1 Smith and associates agree thatall engineering students throughout their undergraduate education require professional skilldevelopment in terms of talking through and listening to ideas with peers, knowing how to buildtrust in a working relationship, and leadership of group efforts.2 Finally, differences in terms oflearning style, approaches to learning, and intellectual development throughout the entire collegeexperience beyond academics should be recognized as growth factors that develop studentspersonally and professionally through the entire college experience.3Felder and associates reported that although women entered engineering programs withacademic credentials stronger than or

Conference Session

Women in Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shweta Chopra, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Chad M. Laux, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

RationaleNumerous reports have discussed the dearth of women in Science, Technology, Engineering;Mathematics (STEM) fields 1, 2. Almost two-thirds of young children of age group 9-15 state thatthey enjoy science, but girls’ attitudes and interests change by middle school3. During highschool, girls and boys take the same number of science courses. In addition, girls perform as wellas boys in those courses. Despite comparable performance levels, girls rarely continue studyingscience at college level4. Lack of female progress in STEM education has been observed inSTEM fields despite multiple measures taken by universities, colleges, schools, industries, andother organizations dedicated to increasing awareness, providing mentoring services, andrecruiting and