Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vemitra M White, Mississippi State University; Sarah B. Lee, Mississippi State University; Litany H Lineberry, Mississippi State University; Jessica Ivy, Mississippi State Universitt; C. Danielle Grimes, Mississippi State University

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Diversity

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Women in Engineering

in computing before adolescent opinions are formed that may discourage girls fromseeking curricular or co-curricular experiences in computing. Further, we will describe how theMSAWC is illuminating the path for girls and women in the state, to engage them withcomputing and to influence their persistence on the computing pathway through college and intothe workforce, using collective impact strategy.IntroductionThe Mississippi Alliance for Women in Computing (MSAWC) adopts the strategies ofDoerschuk et.al. intentionally growing existing programs and developing new ones across thestate in order to successfully recruit, retain, and transition young women into the computingworkforce [1]. MSAWC is refining scalable pathways models that focus on

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico; Shelby Ann Freese

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Diversity

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Women in Engineering

respect to gender,ethnicity, age, and discipline.Introduction and MotivationWhile the number of women in certain STEM fields, such as biology, chemistry, and math, hasincreased in the last decade, it had declined in Computer Science and Engineering [1]. The USDepartment of Commerce has published an updated study of Women in STEM in 2017 as part ofa series of reports examining the STEM workforce and its gender dynamics. The study showedthat the distribution of women and men in STEM majors has persisted to differ significantly inthe workforce since 2009. As shown in figure 1, 59% of women who chose STEM field majoredin physical life science while only 31% of men majored in the same field. On the other hand,women’s representation in Engineering and

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette (College of Engineering); Mayari I. Serrano, Purdue Polytechnic Institute; Rachel Ann Baker

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Diversity

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Women in Engineering

Conferences on Female Engineering Students’ Self-esteem and Engineering Self-efficacyAbstractIt has been long noted that there exists a gender imbalance across science, technology, engineering,and mathematics (STEM) fields in higher education. Engineering in particular saw only 20.9% ofits bachelor degrees awarded to women in 2016 which is a slight 2.8% increase from 2007 1 . Thisdisparity creates a gender imbalance in the academic environment that persists into the workplace.There are several factors that may contribute to the gender disparity in STEM, such as, but notrestricted to, gender-stereotyping, lack of female role models, girl’s image of engineering,self-efficacy, and self-esteem. In this paper, we address two of these factors

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madison E. Andrews, University of Texas, Austin

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Women in Engineering

andexamine all relevant existing knowledge of the effects of undergraduate work experiences on keyfactors in student retention. This method allows for a holistic perspective by sourcinginformation from multiple sources and primary studies. Inclusion criteria are defined as follows:(1) examines participants of an undergraduate engineering program who are employed full-timebefore obtaining their degree; (2) presents empirical research or evaluates results of affectivestudent outcomes; (3) disaggregates data by gender; (4) published as a report, article, conferencepaper, or dissertation in English since 1990. The search yielded 13 results.Examining these results provides insight into students’ experiences. Most studies examinedsome measure of interest

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

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Diversity

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Women in Engineering

Education, 2018 A systematic literature review of analysis of success of undergraduate engineering women students in the USIntroduction Over the past three decades, women in the United States (US) have outpaced men inenrollment and degree obtainment in higher education1, but not in engineering education2,3.Figure 1 provides the percentage engineering bachelor's degrees awarded to female students ofall engineering bachelor's degrees awarded in the US from 2006 to 2014. While the earlierdownward trend is reversed, the significant underrepresentation of women in engineeringremains. The underrepresentation of women creates a lack of diversity in engineeringworkforce, which hampers development of innovative and

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ahmed M. El-Sherbeeny, King Saud University; Hamed Dhafi Alsharari, Saudi Elecrtonic University

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Women in Engineering

), its first mixed-gender university [1]; its firstpublic women-only and the world's largest university for women, Princess Nora bintAbdulrahman University (PNU) [2]; and its first private women-only university, EffatUniversity [3]. In view of these initiatives, this paper serves as an extension of a previous study thathighlights the need in the kingdom for the participation of females in engineering highereducation [4]. The authors here present and justify engineering specializations where females areexpected to be most successful from both academic and career perspectives. First, an overview ispresented regarding the involvement of women in engineering higher education and the jobmarket in select countries. This is subsequently followed

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Saejin Kwak Tanguay, University of Washington; Joyce Yen, University of Washington; Julie Simmons Ivy, North Carolina State University; Cara Margherio, University of Washington; Eve A. Riskin, University of Washington; Christine S. Grant, North Carolina State University; M. Claire Horner-Devine, University of Washington and Counterspace Consulting

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Women in Engineering

distinct types of discourse: Talking Across Differences in moments of operationalplanning and Intentionally Breaching the Professional and the Personal, whereby theethnographers developed mechanisms to transgress this false binary into the very design of theethnographic research.LATTICE includes two professional development cohorts of women in academic engineeringand computer science and an anthropological investigation of the values, practices, relationshipsand philosophies of the organizers. LATTICE refers both to the programmatic interventionsaimed at advancing women leaders in academic engineering and also the team organizing them.The interventions have six characteristics that include: (1) establishing a national network andprofessional

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pamela L Dickrell, University of Florida

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Diversity

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Women in Engineering

build groups, they were not selected for anyspecific ethnic or year of study analysis in this pilot. Out of the total 40 students, 31 were female,8 were male, and 1 student chose ‘other or prefer not to answer’. The one student who chose‘other’ approached the professor prior to the build group registration for advice on registration.The student at the time of the build group registration was in gender transition, and was unsure ofwhich section to register for. Given the student self-identified as a male at the time ofregistration, the student chose to register for the co-ed section. The student decided if theyparticipate in future semesters and feel they then self-identified as female, they might choose thefemale only section in future

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chloe Wiggins, Designing Education Lab; Sheri Sheppard, Stanford University; Shannon Katherine Gilmartin, SKG Analysis; Benedikt von Unold, Stanford University; Tua A. Björklund, Aalto University Design Factory; Michael Arruza Cruz

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Diversity

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Women in Engineering

Stanford has been working on designing,revising and offering an engineering course focused on who are today’s engineers, and howthose engineers consider the people they are engineering for. The course, called ExpandingEngineering Limits (EEL): Culture, Diversity and Gender, was first offered in the Fall of 2015,and in revised forms in Winter 2017 and Winter 2018. The learning objectives for students inthe course (as of the Winter 2018 offering) are the following:(1) Identify and analyze the interdependencies of diversity, culture, and engineering, using avariety of research-based sources.(2) Connect issues relating to diversity and culture to students’ experiences in college and futureworkplace experiences.(3) Envision new engineering processes

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

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Diversity

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Women in Engineering

workforce, and data hasshown that a disproportionate number of women leave the field after only a few years 1. Otherstudies have presented data that supports the hypothesis that girls lose interest in mathematicsand science between grades 6 through 8, due to a lack of support and available female rolemodels 2. Young women entering these fields at college have been shown to benefit frommentoring and collaboration efforts, which help them become strong problem solvers and gainthe confidence needed to succeed and remain in the workforce.This paper details the initial observations of a weekly discussion group of young women in thesciences and engineering. Participants were from a single small campus affiliated with a majoruniversity (Penn State Greater

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christina S. Morton, University of Michigan ; Selyna Beverly, University of Michigan

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Diversity

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Women in Engineering

%, (37 students) 91.9% (57students), and 95% (59 students). Finally, end of year response rates were 62.1% (36 students),71% (44 students), and 76.7% (48 students). Respondents with missing data on survey items ofinterest for this study were excluded from the analytical sample. The final sample for analysisincluded 111 students (55 women and 56 men) from the M-Engin program.MeasuresEngineering Major Confidence The dependent variable of interest for this study is students’ end-of-year engineering majorconfidence. This is a continuous variable ranging from 1-5, with 5 being the highest rating astudent could self-report (Strongly Disagree = 1, Strongly Agree = 5). Prior to this study, anexploratory factor analysis was performed on the

Conference Session

Women in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology (COE); Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Sharon Patricia Mason, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CAST); DeLois Kijana Crawford, Rochester Institute of Technology (GCCIS)

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Women in Engineering

review, andbenchmarking led to the identification of barriers in the areas of career navigation, climate, andflexibility in work/life management balance which have been previously reported. 1-4Opportunities for reducing barriers and launching new interventions were assembled into acomprehensive institutional transformation strategy funded in 2012 by NSF ADVANCE(1209115). The goal of this funded project, referred to as AdvanceRIT, increases therepresentation and advancement of women STEM faculty by creating new interventions,structures, and resources to support faculty career navigation while promoting supportive andaligned cultural change. An additional emphasis adapts interventions to address the needs of keysub-populations including women of

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Webster-Giddings, Vanderbilt University; Nancy Dickson, Vanderbilt; Melissa S Martiros, Anna Maria College; Sarah Mullen, Vanderbilt University

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Women in Engineering

economydemands further growth and innovation, Arts and Design majors are seen as a necessary andintegral element for such change (Bequette & Bequette, 2012). Consequently, there has been apush, especially in K-12 education, to add “A” (Art & Design), transforming STEM intoSTEAM (Bequette & Bequette, 2012, Piro, 2010; White, 2011). Although, there seems to be asympathetic relationship between Art and STEM majors, there is limited research identifying thekey experiences or factors that foster the relationship between STEM and Arts which is evidentin the number and types of degrees conferred by women (Piro, 2010) (see Figure 1: DegreesConferred by Women). By “examining how artists mix art, science, technology, and math in

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

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Diversity

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Women in Engineering

programs.IntroductionThough women earned more than 50% of the bachelor’s degrees awarded in the United States(NCES, 2015), from 2010-2013 they earned an average of only19% of the undergraduateengineering bachelor’s degrees, compared to 20% in physics, 42% in math and statistics, 49% inchemistry and 59% in the biological sciences.1 Wide disparity in gender diversity exists amongstengineering disciplines; in 2015, the percentage of bachelor’s degrees awarded to women rangedfrom 11% in computer engineering to 50% in environmental engineering.2 Numerous studiesindicate that in most engineering disciplines no differential attrition exists by gender,3,4,5,6,7 andthat the large gender disparities among graduates are due to low initial enrollment of women inengineering.Why

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Divisions

Women in Engineering

majors.Introduction/BackgroundNowadays, more and more scientists, engineers and innovators are needed to succeed in theglobal competitive economy environment. As a result, this requires quality science, technology,engineering and mathematics (STEM) education. However, few American students pursueeducation and training in the STEM fields. After noticing this challenge, the whole STEMsociety has made great efforts to increase STEM-related activities, which have the potential topromote collaborative learning and inquiry as well as to contribute to the development of the21st century skills [1]. The US government also realized the shortage of STEM workforces. Itinitiated the “Educate to Innovate” program to increase student participation in all STEM

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Kacey Beddoes, University of Massachusetts, Lowell; Cheryl Llewellyn, University of Massachusetts Lowell

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Diversity

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Women in Engineering

Science and Technology Studies (STS) from Virginia Tech, along with graduate certificates in Women’s and Gender Studies and Engineering Education. Dr. Beddoes serves as Deputy Editor of the journal Engineering Studies. Further information can be found on her website: www.sociologyofengineering.orgDr. Cheryl Llewellyn, University of Massachusetts Lowell c American Society for Engineering Education, 2018 Salary Negotiations and Gender in Engineering EducationIntroductionA gendered wage gap persists in academia whereby men are consistently paid more than women,even when factors such as discipline and productivity are controlled for [1]. For instance, in onestudy, women were found to earn 21

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Valeria Bertacco, University of Michigan

Tagged Divisions

Women in Engineering

entry and exit survey results (Fall 2017) analyzed usingmixed model ANOVA for repeated measures of questions on self-efficacy, intimidation byprogramming, and feelings of inclusion. Statistically significant results include: women havelower self-efficacy than men in both courses, and women are more intimidated by programmingthan men in the second programming course. Although we cannot reject the null hypothesis forany of our three hypotheses regarding these questions, we can still glean useful insight from thisdata set.Introduction and MotivationOver the past 30 years, women completing computer science and computer engineeringundergraduate degrees have been a minority compared to their male counterparts. 1 The reasonsfor this gender gap are

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tyler Byrne Cole, Northeastern University; Emma Kaeli, Northeastern University; Bradley Joseph Priem, Northeastern University; Caroline Ghio, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

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Diversity

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Women in Engineering

chemistry and GPAs afterthree semesters if they perceived chemistry was important for their engineering degree. Thesefindings suggest greater encouragement of the use of SI in gateway science classes by femalesand students undecided in their engineering major in particular can impact their academicsuccess.IntroductionSupplemental instruction (SI) has been utilized in academic institutions as a strategy to retainstudents, particularly females, in their degree programs [1], [2], [3]. To limit attrition inprograms such as engineering, universities have provided academic support for first-yearstudents enrolled in the gateway math and science courses that have been historically challengingfor students and have prevented or deterred students from

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

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Diversity

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Women in Engineering

engineering.IntroductionDespite gender similarities in mathematics and science achievement, women continue to beunderrepresented in STEM education and careers [1]-[3]. Of the 108,969 bachelor’s degrees inengineering awarded in 2013-2014, 20,031 (18.4%) were awarded to women [4]. Between 2000and 2013, the proportion of science and engineering bachelor’s degrees in all fields awarded towomen remained mostly flat with declines in computer science (10%), mathematics and statistics(5%), physics (3%), and engineering (1%) [5]. Some researchers reported retention rates inscience and engineering in the U.S. have been disproportionately high for women [1], [6], whileothers have pointed out the attrition rates for women were consistent with those in other majors[7]. Research has

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

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Diversity

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Women in Engineering

theincreasing influence of engineering design and computing in shaping our lives, education standardsshould require all students to have significant and equitable STEM experiences. Such arequirement would foster an interest in STEM subjects and careers in more, diverse students, whilereducing the focus on STEM pipelines.IntroductionAs a response to a recent essay from Lecturer Stuart Reges on “Why Women Don’t Code,” [1]Professor Barbara Oakley of Oakland University supported his premise that women often choosenon-STEM disciplines, but attributed part of the responsibility for limited science, technology,engineering and mathematics (STEM) diversity to faculty from the humanities and social scienceswho “malign” STEM disciplines and

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Rachel M. Korn, University of California, Hastings College of the Law; Joan Chalmers Williams, University of California, Hastings College of the Law

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Diversity

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Women in Engineering

women’sexperiences, both in education and in their careers. Much of the research on bias in theworkplace has focused on U.S. and European women engineers. Forty years of social scienceresearch have shown the prevalence of implicit bias against women and the ways in which suchbiases impact decisions in hiring, performance evaluations, and compensation. However, similarstudies are scarce in India.Extremely few women in India were earning engineering degrees in the 1980s. Compared to theUnited States, where about 10% of engineering degrees were earned by women, less than 2% ofengineering degrees were earned by women in India [1, 2]. Fast forward 20 years, and in the year2000 women in India had surpassed women in the U.S., earning 24% of engineering

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, Cal Poly Pomona

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Diversity

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Women in Engineering

inspiring and empowering K-12 female students to pursue STEM(Science, Technology, Engineering, and Mathematics) majors and careers. Created in 2013, theFemineer® Program enhances the College of Engineering’s commitment to support underservedpopulations by recruiting and graduating increased numbers of historically underrepresentedstudents. Research has shown that men outnumber women in the STEM field. According to theNational Science Foundation, 20.5% of Engineering Bachelor degrees were awarded to women in2004 and 19.8% were awarded in 2014 [1]. This data has shown that women are earning lessEngineering Bachelor degrees and there has not been much progress since 2004. The Femineer®Program wants to fix this problem by giving K-12 girls access

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen K. Foster, Purdue University-Main Campus, West Lafayette (College of Engineering) ; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Women in Engineering

reflexivity toward awarenessof the politics imbued in technology as well as the often exclusionary cultures entangled therein.Further this research brings field work observations of these groups and their practices(designated as Study 1) into conversation with interviews of engineering education researchers(designated as Study 2). In that vein, this examination asks: What might an analysis of thepractices and mindsets of feminist hacker and opensource science hardware groups contribute tothe world of engineering education, specifically for educators interested in change-makingstrategies for creating a more equitable higher education environment that takes on issues ofracism, sexism, heteronormativity, ableism, etc.?With a theoretical grounding in the

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jiahui Song, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; Joseph F. Santacroce P.E., Wentworth Institute of Technology

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Women in Engineering

scientificdiscovery and, according to the Girl Scouts of America website, “help them see how they canactually improve the world.”Introduction/BackgroundNowadays, more and more scientists, engineers and innovators are needed to contribute andsucceed in the global competitive economic environment. As a result, this requires qualityscience, technology, engineering and mathematics (STEM) education. However, insufficientnumbers of American students pursue education and training in the STEM fields. After noticingthis challenge, STEM has become a great effort by many to increase STEM-related activities,which have the potential to promote collaborative learning and inquiry as well as to contribute tothe development of the 21st century skills [1]. The US government

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maral Kargarmoakhar, Florida International University; Monique S. Ross, Florida International University

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Women in Engineering

Transformation Institute, earned a doctoral degree in Engineering Education from Purdue University. She has a Bachelor’s degree in Computer Engineering from Elizabethtown College, a Master’s degree in Computer Science and Software Engineering from Auburn University, eleven years of experience in industry as a software engineer. Her research focus is on broadening participation in engineering and computing through the exploration of: 1) race, gender, and identity and 2) computer science education research in order to inform pedagogical practices that garner interest and retain women and minorities in computer-related engineering fields. c American Society for Engineering Education, 2019 Work in

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexa Rihana Abdallah, University of Detroit Mercy; Diane L. Peters, Kettering University; Gloria Guohua Ma, Wentworth Institute of Technology; Stephanie G. Wettstein, Montana State University; Maryam Darbeheshti, University of Colorado, Denver; Karinna M. Vernaza, Gannon University; Christina Keenan Remucal, University of Wisconsin-Madison

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Women in Engineering

. A faculty advisor, who is required for studentorganizations in most universities, serves as the liaison between the SWE section and theuniversity and is responsible for knowing the university’s policies. A faculty advisor helps thestudent section access university resources and ensures the section is meeting all universityrequirements. A counselor is required by SWE for a collegiate section to remain in “goodstanding” and serves as the liaison between the SWE section and other SWE professionalmembers and the industry [1]. The relationship between collegiate sections and their facultyadvisors and counselors is different at every university.This paper examines the role of faculty advisors and counselors in SWE collegiate sections

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leslie Potter, Iowa State University; Richard Stone, Iowa State University; Devna Fay Popejoy-Sheriff, Iowa State University

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Women in Engineering

the past ten years, it is virtually unchanged at 21.3%, as can be seen inFigure 1 [1]. This same conclusion is supported by other sources, including Lichtenstein et alusing National Science Foundation data [2]. Compared to the overall US population of 50.8%women [3], there is significant room for improvement, with improvement defined as an increasein this percentage. Those in the engineering professions know, and have known for decades, thatthis percentage needs to increase, yet society struggles to make any noticeable improvement.While “engineering” as a discipline is commonly discussed in literature, almost no researchspecific to industrial engineering retention and graduate school was identified. The only researchfound addressing

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

John M. Mativo, University of Georgia; Uduak Z. George, San Diego State University

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Women in Engineering

causal loop diagrams predict that an increase inthe number of women engineering professionals yield an increase in the number of femalestudents enrolling in engineering colleges, creating a feedback loop that gives an exponentialgrowth in the number of women engineering professionals.1. IntroductionEducate women and their community will prosper. Deny them education and the world willsuffer [1-3]. The study sought to find how women in the engineering profession perceived theirinfluence at the workplace, home, and community. According to the 2010 U.S. Census, femalescomprise of 50.8% of the total population [4]. Further, the U.S. Census Bureau shows that 6% ofcollege graduates are women in STEM fields while men were about 18% [5]. Women in the

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Quiles-Ramos, Virginia Tech; Ellen K. Foster, Purdue University-Main Campus, West Lafayette (College of Engineering); Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Karlin, Minnesota State University, Mankato

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Women in Engineering

). Hierarchies, jobs, bodies: A theory of gendered organizations. Gender & society, 4(2), 139-158.Acker, J. (1992). Gendering organizational theory. Classics of organizational theory, 6, 450-459.Acker, J. (2006). Inequality regimes: Gender, class, and race in organizations. Gender & society, 20(4), 441-464.Adams, R., Evangelou, D., English, L., De Figueiredo, A. D., Mousoulides, N., Pawley, A. L., ... & Wilson, D. M. (2011). Multiple perspectives on engaging future engineers. Journal of Engineering Education, 100(1), 48-88.Alinsky, S. D. (1989). Rules for radicals: A practical primer for realistic radicals. Vintage.Baillie, C., Ko, E., Newstetter, W., & Radcliffe, D. F. (2011). Advancing diverse and inclusive

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mir M. Hayder, Savannah State University; Asad Yousuf P.E., Savannah State University; Bryan Knakiewicz, Savannah State University

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Women in Engineering

Electronics Engineering Technology at Savannah State UniversityDr. Bryan Knakiewicz, Savannah State University M.S. Engineering Technology The University of Toledo Ph.D. Technology Eastern Michigan University c American Society for Engineering Education, 2019 Inspiring Middle School Girls into Engineering and Technology FieldsIntroductionAccording to the U.S. Bureau of Labor Statistics, 47% of the United States’ workforce is female[1], although females constitute only 14% of the engineering and technology workforce [2]. Asengineers continue to make some of the biggest advances of our time, the demand to achievediversity in the engineering and technology workforce is constantly increasing [3]. Studies