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

withthe PIE program… [Her] grades improved a lot this marking period and we feel that PIE actuallyhelped her to achieve better grades…”Leadership opportunities, self-esteem, self-efficacy. By its very nature, the PIE program forceseach of the mentors to take on a leadership role. This is particularly valuable for PIE mentorswho had not previously held a leadership position at Clarkson (e.g., 4 in AY02). Mentors haveprovided variable responses regarding the program’s impact on their self-esteem and self-confidence and have generally reported having a high level of self-esteem at the start of theprogram. Self-efficacy, which is a measure of a person’s confidence in her ability to take action,is closely related to self confidence. Mentors have

Conference Session

The Impact of Engineering Disciplines

Collection

2008 Annual Conference & Exposition

Authors

Venetia Dover, Howard University; Dawn Williams, Howard University; Lorraine Fleming, Howard University; Viara Quinones, Howard University

Tagged Divisions

Women in Engineering

explores the differences between male and female students and primarily seeks tounderstand: Is gender or academic discipline most influential in students’ perception of theirability to cope with the challenges associated with pursuing a post baccalaureate degree?Overview of Social Cognitive Career TheoryThe theoretical framework guiding this study is Social Cognitive Career Theory. An extensionof Bandura’s general social cognitive theory6, this theory postulates that three social cognitivemechanisms are essential to career development: self efficacy beliefs, outcome expectations, andgoal mechanisms7. This paper utilizes 2 major concepts of this theory: self efficacy beliefs andgoal mechanisms. Bandura asserts that self efficacy beliefs are

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Taylor Maida, University of Notre Dame; Simran Moolchandaney, University of Notre Dame; Gabrielle Tanjuatco, University of Notre Dame; Caroline Lubbe, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. Shen and B. Bogue, “Women Engineering Students andSelf‐ Efficacy: A Multi‐ Year, Multi‐ Institution Study of Women Engineering Student Self‐Efficacy” Journal of Engineering Education, pp. 27-38, Jan. 2009.[9] J. Gill, R. Sharp, J. Mills and S. Franzway, “I still wanna be an engineer! Women, educationand the engineering profession” European Journal of Engineering Education, vol. 33 ED-4, pp.391-402, Aug. 2008.[10] C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long, S. M. Lord, M. W. Ohland, M.H. Wasburn, “Race, Gender, and Measures of Success in Engineering Education” Journal ofEngineering Education, vol. 100, pp. 225-252, April 2011[11] M. C. Smith, J. Rhee and B. Wei “Women in Engineering: Promoting Identity Explorationand Professional

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

faculty in 2003. Her current research interests are twofold: as well as her research in biological materials (cur- rently focused on bioderived plastics synthesized by bees), she also researches the engineering student experience, including persistence and migration, differences by gender, and the role of self-efficacy in project-based learning. In 2010, she received an NSF CAREER Award in support of her research on engineering education.Caitrin Lynch, Olin College of Engineering Caitrin Lynch is an Associate Professor of Anthropology at Franklin W. Olin College of Engineering. Her research concerns gender, work, aging, and globalization, with a focus the United States and Sri Lanka. She is the author of the book

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

,manufacturing, construction technology, aviation technology, and automotive technology [5].Moreover, Latinos, as the largest ethnic or racial minority group in the United States, suffer froma greater gender gap in STEM careers (more men than women) compared with Asians andAfrican Americans [6], [7]. These gender gaps in STEM interest and STEM-related careerssignal the need for broadening the participation of women and students of color in STEM fields[8]. There is mounting evidence of the impact of STEM enrichment programs on changingstudents’ attitudes toward STEM subjects, stimulating the interests of K-12 students, influencingstudents’ self-efficacy, improving retention for STEM in schools, and expanding students’ senseof STEM career options

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

interactive relationship withindividual characteristics and situational conditions [20]. The individual characteristics of careermotivation theory are identified as (1) career identity, which is the relationship between one’scareer and identity, including the desire for upward mobility; (2) career insight, which is theperceptions of oneself and the organization, and how these perceptions are related to careergoals; and (3) career resilience, which is the resistance to career disruptions in less than optimalwork environment conditions, including self-efficacy, risk taking, and dependency [20]. Thesituational conditions include support for career development, opportunities and rewards,structure for goal setting, organizational flexibility, competitive

Conference Session

Women in Engineering Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nolgie O. Oquendo-Colón, University of Puerto Rico, Mayagüez Campus; Lourdes A. Medina, University of Puerto Rico, Mayagüez Campus; Maria Angelica Velazquez, Montana State University; David Claudio, Montana State University; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez Campus

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

completing an engineering degree.[4] The “leak in the pipeline” phenomenonexplains women’s tendency to quit their engineering jobs or studies.[5] Furthermore, femalesface many challenges as a result of their gender.[6] These themes are studied to overcome“machismo”, traditional culture, and the false truth that women cannot pursue careers that menhave traditionally dominated. With evidence demonstrating no gender differences formathematical skills or other engineering-related abilities, [7] women feel less able to pursue thesecareers and even think they have many barriers and obstacles to achieve them.[8]To understand social constructs that influence women, an increased interest in concepts as self-efficacy and the feel of competence have emerged in

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 12.1080.7Table 1 Factor Questions Asked Dreaming to get Did you think you were going to be admitted in the UPRM? admission to engineering Did people talk about the UPRM when you were in High School? Did you have any doubts about completing the application Self-efficacy beliefs Do you think you were good in math? What came to your mind when you completed your college application? In which IE specialty area you see yourself working? Cultural biases and

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. Theinitiative was assessed by participant engagement with the topics and qualitative journalresponses to the discussion prompts.Our effort for this project consists of two main goals: Goal 1: To encourage female students to remain in STEM fields through supportivedialogue. Goal 2: To promote collaboration, self-efficacy and leadership while providing strategiesfor females to change the culture.Each of these goals are in line with new ABET criteria focused on educating the “wholeengineer.” To measure our progress toward these goals, we have begun to capture studentengagement via qualitative journal responses. In the future, we plan an additional survey and alimited number of interviews about the project. Journal data is derived from

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

. Page 11.632.9Variable 4: Amount of Computer Use The connection between computer use and positive attitudes and interest has been amplysupported by previous research15, 38. While experience with computers games has been shown tobe an important predictor of men’s interest in computer related fields40, this is not the case forour women respondents. Other research has shown, however, that experience with computerprogramming may be an important predictor of self-efficacy and success in a computer field forwomen. Learning a programming language is significantly associated for women with anincreased sense of computer competence28, 42. High school programming experience has alsobeen shown to be a significant predictor of women’s success in

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech

Tagged Divisions

Women in Engineering

experiences. In a 2001study, Besterfield-Sacre et al. found incoming male students rated themselves higher in terms of Page 23.924.2basic knowledge, problem-solving, and engineering abilities6, and a 2003 study by Bell et al.found that stereotype threat had negative consequences on test performance for womenengineering students7. Wolfe and Powell also found significant biases against feminine speechpatterns in design teams8. But in a 2005 study, Marra and Bogue report differences in self-efficacy between male and female engineering students only for math, where women reportedhigher scores9, confirming findings of other studies associated with self

Conference Session

Retention Programs for Women Students

Collection

2007 Annual Conference & Exposition

Authors

Kieran Sullivan, Santa Clara University; Ruth Davis, Santa Clara University

Tagged Divisions

Women in Engineering

to their abilities, while the women were more likely to attribute successto outside help.Consistent with this finding, much of the recent research suggests that women’s persistence inengineering is tied to their self-efficacy in the field. Self-efficacy “refers to beliefs in one’scapabilities to organize and execute the courses of action required to produce givenattainments.”2 This includes dimensions of confidence in one’s abilities, commitment to a chosenpath, and positive feedback with respect to accomplishments. It is based on an individual’sperception, not always in agreement with an objective assessment, of one’s performance. Thewebsite of the Assessing Women in Engineering Project provides a wealth of references in thisarea

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University ; Daniel Collier, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

retention of only women students. The latter tracksindividual students and indicates women retention for freshmen students to be in the range of 80-97%, and for sophomore students to be in the range of 82 to 89%; these retention numbers are onthe higher side as compared to the normally reported numbers. One study22 comments on the intention of retention of students in the first year, whichwas found to be lower in the case of women students. Some researchers have documented 41women underestimating their performance, which may increase their intention to quit. Manyresearchers42,15,43, 44 point out lower self-efficacy of women students and its impact on theretention45,35. Four studies indicate higher retention of men students 16,20,25,35

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

women from choosing STEMmajors and careers take shape early in a girl’s life. These factors include poor science identity,low self-efficacy in math, gender stereotypes and stereotype threat, lack of role models,misalignment between perception of STEM careers and personal values, and low interest inSTEM subjects. For example, VanLeuvan (2004) found that girls’ interest in math and sciencedropped by about 15% between middle and high school. Moreover, low confidence and self-efficacy in STEM subjects form as early as grade six (Heaverlo et al., 2013). Early interventionto mitigate negative influences can ultimately have an effect on a women’s choice to enterSTEM (Young, Ortiz, & Young 2017; Bieri Buschor, Berweber, Keck Frei, & Kappler

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

Thesestrategies include: “integrating into coursework, Everyday Examples in Engineering (E3s);improving student spatial visualization skills; and improving and increasing faculty-studentinteraction.”14 These strategies have been shown to improve learning outcomes for all studentsbut particularly for female students.Incorporating E3s into a course enables the student to link the course material to a familiarconcept. As stated earlier, this familiarity can improve student interest and lessen student fearand anxiety, which improves student self-efficacy. This is especially important for femalestudents as research has shown that self-efficacy relates to female students’ persistence rates.15In fact, simply improving student interest in the subject matter is

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica J. Lofton, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

like-minded peers, female college students, faculty, and practicing engineers in order to provide acritical mass of role models and begin developing a professional support network - both of whichhave been shown to improve retention and self-efficacy of women in STEM fields.The university assesses learning outcomes via a pre-test and post-test covering topics withinvarious engineering disciplines. Participants are asked to provide both qualitative andquantitative feedback regarding the camp experience in an exit survey on the final day of camp.All assessment is completed anonymously; however, archival data are not available for eachyear. This paper highlights qualitative and quantitative findings from the past decade.Introduction and

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

measured whether the event affected their STEM self-efficacy, sense of belonging, andcareer goals, among other things. Another event funded by this partnership with SWE isscheduled to take place in Fall 2021, which will lead to additional data collection and analysis.Challenges and Lessons LearnedPVWIS is a promising approach to improving access for community college women in STEM.By showcasing the stories of women “like them”; connecting them directly to employers,mentors, and other students; and giving them a space in which to be recognized and elevated inthe STEM community, PVWIS addresses often ignored obstacles for community college womenin STEM.PVWIS is likely to positively impact other students, too. It is a common belief in the world

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Astrid K Northrup P.E., Northwest College, Powell WY; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

aspirations. Many of these factors can betraced to family origin and early childhood, not just to experiences in school. To this end, theliterature review in this paper explores gender-related factors relevant to females’ college majorchoices, including family influences, self-image and self-efficacy, perception of gender roles,students’ value systems, and outcome expectancies for attaining a college degree. Although several of these factors have been widely studied, and family of originconfiguration in relationship to college major has been studied in other countries (specificallyItaly), there is a gap in the literature for this relationship as concerns US students

Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew J Miller, University of Maryland; Robert Lent, University of Maryland, College Park; Paige E Smith, University of Maryland, College Park; Bevlee A. Watford, Virginia Tech; Gregory M. Wilkins, Morgan State University; Matthew M. Jezzi, University of Maryland; Kayi Hui, University of Maryland, College Park; Robert H Lim, University of Maryland, College Park; Nicole A Bryan, University of Maryland, College Park; Helena Mimi Martin, University of Maryland, College Park

Tagged Divisions

Women in Engineering

underutilized as a wellspringfor STEM workforce development planning. Page 22.1209.2 While it is useful to test SCCT using nomothetic, quantitative methods, it is valuable tocomplement such research with idiographic, qualitative methods capable of elaborating specificself and environmental percepts that could inform educational interventions. For example, priorwork on SCCT has established that social supports and barriers generally have been linked topersistence in engineering majors (largely indirectly, through their relation to self-efficacy), butthe mostly nomothetic research on this issue has focused on global aspects of supports andbarriers

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

personal characteristics (e.g. gender, race) to influence career behaviors,confidence in one’s ability to do research (research self-efficacy), and the outcomes oneexpects from a research career (career self-efficacy). These factors, in turn, predict one’sinitial or sustained interest in a research career pathway. This theoretical framework isimportant because it recognizes the role of personal agency and personal characteristicsin the career development process. The authors suggested that interventions to increasethe number and effectiveness of researchers in an academic environment be focused on1) reducing role conflicts imposed by multiple environments, 2) providing continuity oftraining efforts, 3) creating a positive and rewarding mentoring

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

characterize STEM careers as unworthy of literate andcreative individuals [2]. Does she have a good point? During the last two decades substantial efforthas been expended towards reconciling developing students with what can be broadly defined asSTEM identities. Considerable recent research broadly on STEM identities [e.g. 3-21], includingseparate considerations of science, engineering and math identities, has focused on the identitiesof groups and intersectionalities underrepresented in STEM disciplines and careers. But, someresearch also suggests that merely inserting a STEM label, e.g. science or scientist, into adiscussion unleashes implicit biases of gender, race and ethnicity in middle school children [14].Surveys to assess self-efficacy and

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Lauren Shapiro, Northeastern University; Emily Olina Wisniewski, Johns Hopkins University; Emma Kaeli, Northeastern University; Tyler Byrne Cole, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

, were factored intothe statistics. [4] GPA was a greater predictor of retention and eventual graduation for malestudents than female students. Meanwhile, moderate to high levels of achievement increasedlevels of confidence in females but accentuated female students’ social discomfort as a minority,making self-doubt and social discomfort better predictors of graduation rate for females thanGPA. This trend was valid when women were both a numerical minority in classes and werestereotyped, as women often are in engineering programs. [4]The existing literature suggests that factors other than just GPA impact a female student’sdecision to remain in and eventually graduate from an engineering program. For example, self-efficacy, or a specified level

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

influencing their self-efficacy, the development of their career interest goalsand their academic course outcomes as related to studying science, technology, engineering andmathematics (STEM). This study is unique in that it was also designed to identify experiencesthat appear to contribute to women’s identity development and self-confidence and includes asubstantial representation of Latina women’s voices. Data was collected and analyzed to identifyif similar patterns exist between subjects and if so, which are the greater influencers in theirdecision to select a STEM major and to persist beyond the critical first two years ofundergraduate studies.The literature of socialization and identity development as related to women as STEM learners indiverse

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

, service learning, and real world experiencescan help nurture and grow these skills2,3. Through such approaches, students are more engagedand show greater interest6,7.Women in EngineeringHighlighting engineering as contributing to society through service learning is more appealing towomen4,8. Furthermore, Fouad and Singh9 recommend promoting the human-value ofengineering and supporting women’s self-efficacy not only in technical skills, but careermanagement and workplace skills and behaviors to recruit and retain women in engineering.Self-efficacy and confidence are important factors for recruiting and retaining women, as mostwomen who drop out of engineering report lower confidence in engineering skills even thoughtheir competence is comparable

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

Tagged Divisions

Women in Engineering

, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability.Dr. Sandra D. Eksioglu, Clemson University Sandra D. Eksioglu is an Associate Professor of Industrial Engineering Department at Clemson Univer- sity. She received her Ph.D. in Industrial and Systems Engineering at the University of Florida in 2002. Sandra’s research interests are in operations research with applications in supply chain, transportation systems, and energy systems.Joanna Wright, University of Washington

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

StudyLooking at the leaky pipe has not made significant progress towards understanding all thedimensions of the problem. Women are not and have not entered or persisted in engineering.There is not one single factor that can be pointed to in order to explain why women are notreceiving undergraduate engineering degrees. Previous explanations offered by the field havefocused on student characteristics or looked at a single dimension. The interaction of curriculum,the field, subjective grading scales, unrealistic demands, and declining self-efficacy cannot beseparated from each other. A more complete picture needs to be formulated. The purpose of thisstudy is to understand the social, structural and curricular constraints on the field of engineeringand

Conference Session

Women in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Ohio State University; Jung Sook Kim, Ohio State University; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette (College of Engineering); Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

them, expectancy, self-concordance, and commitment canbe adopted since WOC faculty in engineering with sustained motivation may be predicted toshow greater goal persistence and attainment .10,11 Buse and Billimoria12 use a mixed methodsapproach in studying the factors related to the retention of women in the engineering profession.They first used a qualitative method to collect narratives of women through interviews. From thenarratives, they argue that one’s personal vision was a contributing factor to persistence. Basedupon this finding, they developed a scale to measure one’s personal vision conceptualized as the“ideal self,” which is comprised of self-efficacy, hope, optimism, and core-identity. They arguethat this ideal self directly

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Dawson, Arizona State University; Bianca L. Bernstein, Arizona State University; Kerrie Wilkins, Arizona State University ; Jennifer M. Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

explored in an effort tomeasure the effectiveness of the intervention. In the RCT reported here, participants weredivided into two treatment groups, one that had access to the entire CareerWISE website, onethat had access to all site content with the exception of the interactive video simulations, and await-list control group (WLC). The WLC group was given access to the entire online resource ata later time, which allowed those participants to also gain any associated positive impacts. Outcome measures for the RCT included self-reported knowledge of and self-efficacy ininterpersonal communication skills and ability to apply key interpersonal communication skills.Comparisons based on outcome measures were made both between the two treatment

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Ruth Childs, University of Toronto; Aimy Bazylak, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

particular, some reasons provided in the literature paint a highly gendered classification oftalent/capabilities: females are less skilled in science and math, which diminishes femaleconfidence (stereotype threat) [13-15]; females have an inborn disposition for ‘caring’ or‘humanities’ jobs [16], and female secondary students have lower self-efficacy in STEM subjectsand lower interest in engineering [17].The underrepresentation of females in both Canadian and American programs is evident inFigures 1 and 2, but another interesting and yet-to-be-understood phenomenon is theheterogeneous distribution of female enrolment by program. If we understood the causes for therelatively high female enrolment in disciplines such as Chemical Engineering, then we