Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Appelhans, University at Albany-SUNY

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

al.’s report on “The Double Bind” in 1976 [11], describing the challenges of being a woman ofcolor in science. A body of intersectional literature has been built upon this foundation [12]–[17].However, these intersectional studies struggle to gain traction, and most studies of women inengineering presume white women as the default position. In a 2011 follow-up study, Malcomand her daughter [18] emphasize the importance of recognizing the multiple pathways intoscientific professions in order to be more inclusive of minority scientists. They also call forgreater attention to Asian minorities, since these groups are currently understudied, even as theymake up a growing proportion of the scientific workforce.Accordingly, in this study, I join a

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Baldwin Wallace University; Alissa Papernik; Amanda Ferreira Dias-Liebold, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

junior and senior students are required to complete. Thefirst one focused on why students choose their particular project. The reasons for choosing aspecific project were varied, showing every survey participant had their own reason for choosingtheir specific project. Most students choose their specific projects because they were interested inthe topic. Other responses included friends, time, complexity, the advisor(s), and potentialbenefits. Questions in this set also targeted what skills these clinics have improved. The mostpopular responses were technical competence, teamwork with 22.10% each, then communicationat 21.55%, professional skills at 18.78%, and leadership at 14.36%. These are all very closebecause clinics are designed to improve

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sreerenjini C. Nair, University of the Incarnate Word; Michael Frye, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

# Strongly Agree Agree Unsure/ Disagree Strongly Avg Check the best answer Neutral Disagree1 I plan to go to college when I 25 2 4.93 finish high school.2 My parents/guardians are 23 4 4.85 encouraging me to go to college.3 My friends plan on going to 18 6 2 4.80 college.4 I enjoy school. 18 6 2 4.805 My teacher(s)/counselor(s) care if 23 2 1

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer A Gatz, Stony Brook University ; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the academic and socialengagement provided by peer mentoring aspects of the program may be positive predictors ofretention for first year female students in science and engineering.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.7686640. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] A. E. Bell, S. J. Spencer, E. Iserman, and C. E. R. Logel, "Stereotype threat and women's performance in engineering," Journal of Engineering Education, vol. 92, pp. 307-312, 2003.[2] N. M. Else-Quest, C. C. Mineo, and A. Higgins, "Math

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa J. Cutright, University of Akron; Lakiesha N. Williams, Mississippi State University; Linda T Coats; Debora F Rodrigues, University of Houston (CoE); Judit Eva Puskas; Frank "Fritz" J Claydon, University of Houston (CoE)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

engineering degrees and reported thatunderrepresented ethnic minorities held 12.6% of B.S. degrees, 7.9% of M.S. and 4.6% of thePh.D.'s, and less than 10% of the faculty positions. Similarly, although women held 18.4% ofthe B.S degrees and 22% of the Ph.D.'s; only 13% of the faculty was women; of which only8.7% held the rank of full professor.19 Studies have also shown that the gap between male andfemale faculty was narrower in early career and widens significantly by 15 years after theirPh.D.18 Underrepresented minorities, both ethnic and gender based, need to comprise at least15% of academia before they can influence the culture and agenda.7The Computing Research Association for Women (CRA-W) has several mentoring programs forwomen in computer

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Behzad Beigpourian, Purdue University, West Lafayette ; Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

though males rated the females’leadership competency higher comparing to the females’ ratings of males, male students stilldid not believe in the leadership ability of female students as much as females themselvesbelieve.Based on the Rowan-Kenyon et al. [19]’s study, if a female student could lead a team, itwould be useful for teams because females tend to define leading as facilitating team andhaving the responsibility toward teams. This may cause conflict with male notions ofleadership, so some instruction may be necessary to legitimize alternative approaches toleadership. In addition, the last two studies in this section proved in teams that are led bystudents, underrepresented students showed better performance. These results highlight

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lalita G. Oka, California State University, Fresno; Kimberly Stillmaker P.E., California State University, Fresno; Constance Jones, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Maryam Nazari, California State University, Fresno

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Connections, ASEE, Ed., 2018.[2] California State University, "Student Success Dashboard," ed, 2019.[3] C. Corbett and C. Hill, Solving the equation : the variables for women's success in engineering and computing. Washington, DC: AAUW, 2015, pp. xi, 141 pages.[4] E. P. Bettinger and B. T. Long, "Do faculty serve as role models? The impact of instructor gender on female students," The American Economic Review, vol. 95, no. 2, pp. 152-157, 2005.[5] NAP, Beyond bias and barriers: Fulfilling the potential of women in academic science and engineering. National Academies Press Washington, DC, 2007.[6] P. Gallagher, S. Alestalo, S. Bhatia, A. Athanasopoulos-Zekkos, and S. Soundarajan, "Geotechnical Women Faculty

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

2003 2004 2005 2006During the 80’s women’s percentage increased on an average from less than 10% to more than 20 % atAalborg University, which was established in 1974 as a problem-based and project-based university.During the 90

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

will be designed based upon socialconstructionist theories using communicative prospective 11, which will reveal how femalestudents create, negotiate and shift their identities while selecting, studying and practicing inSTEM field. Research questions include: a) what do they think about graduate education; b)what does pursuing career in STEM field mean to female?; c) what messages are enunciate aboutSTEM discipline, and how does these messages differ at different points in a female’s life?; d)what were the initial factor(s) compelling females to choose STEM as field of study?; e) whatfeatures of STEM discipline seems enticing or dispiriting to females from pursuing educationand practice in these area?; f) what kind of guidance, mentoring, and

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Sue Guenter-Schlesinger, Western Washington University

Tagged Divisions

Women in Engineering

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ilana Karpman, University of California San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

any credence or acknowledge it. We’rehere to do a job.” However, she stated that at times she felt like she was “back in the 1980’s.”However, another faculty member said that she had not felt either advantaged or disadvantagedfor being a woman in engineering. Finally, an associate professor in a different department alsoreported a strong amount of support from both male and female colleagues at ResearchUniversity I. Yet, she described a “systemic bias” during her graduate and postdoctoral careerthat caused some of her female peers to decide not to seek a faculty position. She recalled, “I hada lot of friends who wanted to be faculty and they just got tired. They got tired of constantlyfighting.” At Research University III, women faculty

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Diane Reichlen, University of Massachusetts Lowell

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the findings fromthe FGs to involve students, faculty, and administrators in bringing about the changes thatstudents seek in the College of Engineering.References[1] S. T. Tripathy, K. Chandra, and D. Reichlen, “Participatory Action Research (PAR) as formative assessment of a STEM summer bridge program,” ASEE Annu. Conf. Expo. Conf. Proc., 2020, doi: 10.18260/1-2--33957.[2] K. Chandra and S. Tripathy, “Research, Academics and Mentoring Pathways (RAMP) to Success,” 2019. https://www.uml.edu/docs/RAMP2018-Final-Report_tcm18-309285.pdf (accessed Mar. 06, 2021).[3] M. Ong, J. M. Smith, and L. T. Ko, “Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

-term, this would improve women representation in the male-dominated engineering and technology careers.References 1. T. McKoy, M. Hammond, C. Armwood, and S. K. Hargrove, “Persistence of African American Females in Engineering: The Identity Factor,” [Online]. Available http://zone2.asee.org/papers/proceedings/3/200.pdf [Accessed February 3, 2019] 2. National Coalition for Women and Girls in Education “Women and STEM: Preparing for a technology-driven economy, Title IX at 45: Advancing opportunity through equality in education,” Washington, DC: National Coalition for Women and Girls in Education, 2017, [Online]. Available https://www.ncwge.org/TitleIX45/Women%20and%20STEM.pdf [Accessed June 20, 2018

Conference Session

Managing Dual Careers

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University

Tagged Divisions

Electrical and Computer, Faculty Development Division, Women in Engineering

they prioritize their competing career goals? What are some actions that the candidate(s) can take to negotiate for a better offer? 4 Please share your experience or suggestions on how to achieve work-life balance. What are some strategies to achieve equal partnership at home when you are in a dual- career relationship? How should one entice, encourage, or even “train” a partner to become an equal partner at home? From your personal experience, can you offer any tips on starting/expanding a family in regard to the tenure clock? 5 In general, what is the climate that one may expect to experience from colleagues when in a dual-career relationship? More often than not, the partner hire is perceived by colleagues as

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Women in Engineering

programs.Bibliography1. Lichtenstein, G., Loshbaugh, H. G., Claar, B., Chen, H. L., Jackson, K., & Sheppard, S. (2009). An engineering degree does not (necessarily) an engineer make: Career decision making among undergraduate engineering majors. Journal of Engineering of Engineering Education, 98(3), 227–234.2. Foor, C.S., Walden, S.& Trytten, D. (2007). “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. Journal of Engineering Education, 96 (2), 103-15.3. Besterfield-Sacre, M., Moreno, M., Shuman, L. J., & Atman, C. J. (2001). Gender and ethnicity differences in freshmen engineering student attitudes: A cross-institutional study. Journal of Engineering Education, 90(4), 477-489.4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Roberta Rincon, Society of Women Engineers

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

/.[Accessed October 5, 2020].[3] B. Means and J. Neisler, “Suddenly online: A national survey of undergraduates during theCOVID-19 pandemic,” Langer Research Associates, 2020. Available:https://digitalpromise.org/wp-content/uploads/2020/07/ELE_CoBrand_DP_FINAL_3.pdf.[Accessed March 7, 2021].[4] A. Kurtz, “The US economy lost 140,000 jobs in December. All of them were held bywomen,” CNN.com, January 9, 2021. [Online]. Available:https://www.cnn.com/2021/01/08/economy/women-job-losses-pandemic/index.html. [AccessedFebruary 2, 2021].[5] D. Boesch and S. Phadke. “When women lose all the jobs: Essential actions for a gender-equitable recover,” Center for American Progress, February 1, 2021. [Online]. Available:https://www.americanprogress.org/issues/women

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ronald Brandt, Seton Hall University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

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

findings provide insights about the role that academic climate plays on the postbaccalaureate decision making process.IntroductionResearch suggest that the number of women earning baccalaureate degrees in science andengineering has increased every year since 1966 (excluding 1988) and by 2004 women earned44% of master’s degrees in science and engineering (as illustrated in Figures 1 and 2)1.Although the number of baccalaureate degrees for men in science and engineering reached over224,000 in 2004, the number of master’s degrees earned by men in the sciences and engineeringdeclined during the 1990s (as illustrated in Figures 1 and 2)2. Figure 1. Bachelor's degrees awarded in S&E and non-S&E fields

Conference Session

Focus on Faculty

Collection

2009 Annual Conference & Exposition

Authors

Ane Johnson, Virginia Tech; Margaret Layne, Virginia Tech; Janis Terpenny, Virginia Tech

Tagged Divisions

Women in Engineering

., Rosser, S.,Shalala, D. & Sheridan, J. (2005 August). More women in science. Science Magazine 309. 1190-1191.Trower, C. & Chait, R. (2002 April). Faculty diversity: Too little for too long. Harvard Magazine.Stewart, A. Malley, J. & LaVaque-Manty, D. (2007). Transforming Science and Engineering: Advancing AcademicWomen. Ann Arbor, MI: University of Michigan Press.7 Etzkowitz, et. al. (1994)Gibson, S. (2004). Being mentored: The experience of women faculty. Journal of Career Development 30(3). 173-188.Stewart, A. Malley, J. & LaVaque-Manty, D. (2007). Transforming Science and Engineering: Advancing AcademicWomen. Ann Arbor, MI: University of Michigan Press.Yedida, M. & Bickel, J. (2001). Why aren’t there more women leaders in

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

research using Multi-Institution Database for InvestigatingEngineering Longitudinal Development (MIDFIELD). MIDFIELD is a rich longitudinaldatabase with student-level records for all undergraduate students at nine southeastern publicuniversities from 1987-2005. The MIDFIELD database contains records for 857,001 uniquestudents of whom 462,443 received at least one bachelor’s degree, 135,860 who were at somepoint enrolled in engineering with 71,277 receiving a bachelor’s degree in engineering. First-time-in-college students who are U. S. citizens or permanent residents make up approximatelyhalf of this population and are the focus of this study.While many types of institution are not represented in the dataset, MIDFIELD includes datafrom multiple

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

identity does slightly change over time for students- unfortunately, engineeringidentity decreased.ReferencesBlackwell, L.S. & Trzesniewski, K.H., 2007. Implicit Theories of Intelligence PredictAchievement across an Adolescent Transition : A Longitudinal Study and an Intervention Author( s ): Lisa S . Blackwell , Kali H . Trzesniewski and Carol Sorich Dweck Published by : Wiley onbehalf of the Society. , 78(1), pp.246–263.Burns, K.C. & Isbell, L.M., 2007. Promoting malleability is not one size fits all: Priming implicittheories of intelligence as a function of self-theories. Self and Identity, 6(1), pp.51–63.Available at: http://www.tandfonline.com/doi/abs/10.1080/15298860600823864.Dweck, C. S., & Leggett, E. L. (1988). A social

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gloria Ma, Wentworth Institute of Technology; Lili Ma, New York City Colledge of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

). After school student club practices in U.S. kindergarten thru 12th grade educational institutions. Journal of Educational and Instructional Studies in the World, 2(3), 235-244.4. S. Crowe, Robotics playing a bigger role in STEM education”, May 27, 2015,5. A. Welch and D. Huffman, "The Effect of Robotics Competitions on High School Students' Attitudes Toward Science”, School Science and mathematics, Vol. 111, No. 6, 12/2011.6. F.B.V. Benitti," Exploring the educational potential of robotics in schools: A systematic review", Computers & Education, 2012.7. G Nugent, B Bruker, N Grandgenett, "The impact of educational robotics on student STEM learning, attitudes, and workplace skills", Robots in K-12 education: A

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Ray Lynn Littlejohn

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

%) relative tosmaller disciplines that have greater percentages of women graduates (such as environmentalengineering, which only awards 1% of the engineering bachelor’s degrees in the U.S., but half ofthose degrees are earned by women).2Two metrics were used to quantify course choice opportunity for each degree program: 1) thepercentage of total degree credit hours that were free electives (i.e., no restrictions were placedon the course[s] students could choose) and 2) the percentage of total degree credit hours forwhich students were provided any amount of choice in their coursework, including free electives,technical electives, humanities electives, etc., and any opportunities to choose courses frommenus or lists of options. More information is

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yang Lydia Yang, Ph.D., Kansas State University; Doris Wright Carroll Ph.D., Kansas State University

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

racial and ethnic microaggressions scale (REMS): Construction, reliability, and validity. Journal of Counseling Psychology, 58, 470–480.8. Pierce, C., Carew, J., Pierce-Gonzalez, D., & Willis, D. (1978). An experiment in racism: TV commercials. In C. Pierce (Ed.), Television and education (pp. 62–88). Beverly Hills, CA: Sage.9. Harwood, S. A., Choi, S., Orozco, M., Browne Huntt, M., & Mendenhall, R. (2015). Racial microaggressions at the University of Illinois at Urbana-Champaign: Voices of students of color in the classroom. University of Illinois at Urbana-Champaign, Urbana-Champaign, IL.10. Sue, D. W. (2010). Microaggressive impact on education and teaching: Facilitating difficult dialogues on race in the classroom. In

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peggy Layne, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

personal path led me from a [university] BS/MS in 1969/70 to industry experience in [state]. After balancing family obligations and career motivation in the late 70’s and early 80’s, I returned to school and received my PhD from [different university] in 1985. My continued commitment to education led me to the newly created chemical engineering department at [another university] in 1986, where I started as an assistant professor just before turning 40.” – Diane Dorland, dean, Rowan UniversitySally Ann Keller gained leadership experience at the National Science Foundation and LosAlamos National Laboratory before becoming dean: “When I look back on my career, I can honestly say I did not spend much time planning

Conference Session

Focus on Faculty

Collection

2010 Annual Conference & Exposition

Authors

Keisha Walters, Mississippi State University; Soumya Srivastava, Mississippi State University; Adrienne Minerick, Mississippi State University; Jacqueline Hall, Mississippi State University; Kaela Leonard, Michigan Technological University; Amy Parker, Mississippi State University; Heather Thomas, Mississippi State University

Tagged Divisions

Women in Engineering

Page 15.753.6department at MSU were represented in the course. While some of the students were highly encouraged by their advisor(s) to enroll in the course, others received minimal input regardingtheir participation. Overall, the student population diversity in this class was immenselybeneficial. The different experience levels and perspectives allowed for lively discussion and awide range of issues and potential solutions. By sharing their experiences with one another, thestudents learned from each other’s mistakes and triumphs not only as related to graduate schoolbut also to their personal life. Essentially, the students within the class served as mentors toeach other; students that were further along in the graduate program were able to

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University (Eng.); Alisa Morss Clyne, Drexel University (Eng.)

Tagged Divisions

Women in Engineering

. (2010). Why so few? Women in science, technology, engineering, and mathematics. AAUW. Washington, D.C. 3. Eccles, J. S. (2007). Where Are All the Women? Gender Differences in Participation in Physical Science and Engineering. In S. J. Ceci, W. M. Williams (Eds.) , Why aren't more women in science?: Top researchers debate the evidence (pp. 199-210). American Psychological Association. 4. Reichert, M., & Absher, M. (1997). Taking another look at educating African American engineers: The importance of undergraduate retention. Journal of Engineering Education, 86(3), 241–253. 5. Murphy, T., Gaughan, M., Hume, R., & Gordon Moore Jr., S. (2010). College graduation rates for minority students in a

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

the precedent set by her supervisors.Kayla’s authentic workplace experience contrasted with her school experiences because she haslower confidence with school and feels that others also have lower confidence in her. Shementioned that her classmates weren’t as respectful as her supervisors and they didn’t value heropinion. Based on this response, Kayla was describing inauthenticity due to a confident maleculture of engineering within school which was similar to Chachra et al.’s [32] and Faulkner’s[25] findings.Engineering Identity DevelopmentA critical piece of engineering identity development is recognition as an engineer. This includesidentity recognition by self and others. Recognition by others has been found to connectstudents’ identities

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

. 256-273, 2008.[4] S.C. Davis, N. Cheon, E.C. Moise, and S. B. Nolen, “Investigating Student Perceptions of anEngineering Department’s Climate: The Role of Peer Relations,” in 2018 ASEE AnnualConference & Exposition, Salt Lake City, Utah, 2018.[5] A. Johri and B. M. Olds, “Introduction,” in Cambridge Handbook of Engineering EducationResearch, A. Joyride and B.M. Olds, Eds. Cambridge: Cambridge University Press, pp. 1-2,2014. doi:10.1017/CBO9781139013451.002[6] C.A. Shapiro and L.J. Sax, “Major selection and persistence for women in STEM,” NewDirections for Institutional Research, vol. 2011(152), pp. 5-18, 2001.[7] Yang Yang and D. W. Carroll, “Gendered Microaggressions in Science, Technology, andMathematics,” Leadership and Research in

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Gewirtz, Virginia Tech; Francesca Giardine, Smith College; Robin Ott, Virginia Polytechnic Institute and State University; Anne Kary

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, no. 5, pp. 2-3, 1998.[7] ​K. J. B. Anderson, S. S. Courter, T. Mcglamery, T. M. Nathans-Kelly, and C. G. Nicometo, “Understanding engineering work and identity: a cross-case analysis of engineers within six firms,” ​Engineering Studies​, vol. 2, no. 3, pp. 153–174, 2010.[8] ​R. F. Korte, “How newcomers learn the social norms of an organization: A case study of the socialization of newly hired engineers,” ​Human Resource Development Quarterly,​ vol. 20, no. 3, pp. 285–306, 2009.[9] ​A. Buch, “Engineering by other means: transformations in engineering work practices,” Engineering Studies,​ vol. 8, no. 2, pp. 91–92, Mar. 2016.[10] Lutz, B. D. (2017). Into the Workplace: Exploring the Learning Experiences of Recent