Asee peer logo

Breaking Barriers for Women in STEM: Uncovering Career Challenges and Transformative Educational Strategies: A Case Study in Architecture and Related Engineering Fields

Download Paper |

Conference

2025 ASEE Annual Conference & Exposition

Location

Montreal, Quebec, Canada

Publication Date

June 22, 2025

Start Date

June 22, 2025

End Date

August 15, 2025

Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Tagged Division

Women in Engineering Division (WIED)

Tagged Topic

Diversity

Page Count

16

Permanent URL

https://peer.asee.org/56004

Paper Authors

biography

Tianjiao Zhao East Carolina University

visit author page

Tianjiao Zhao joined the Department of Construction Management at East Carolina University as an assistant professor in Fall 2022. With a robust background in semantic web technologies, intelligent transportation, BIM, green building, Lean Six Sigma, Internet of Things, and water engineering, she brings extensive expertise to her role. Maintaining an active research agenda, her work primarily revolves around enhancing the efficiency, safety, and eco-friendliness of the construction industry. Additionally, she is dedicated to integrating cutting-edge technologies into her teaching methods to elevate the overall educational experience.

visit author page

biography

Xi Lin East Carolina University

visit author page

Dr. Xi Lin is an associate professor at East Carolina University, US. Her research focuses on seeking best practices to enhance student engagement and interaction in online learning environments. More information can be found at http://whoisxilin.weebly.com/

visit author page

biography

Xi Wang P.E. Drexel University

visit author page

Xi Wang is an Assistant Professor of Civil Engineering at the University of Mount Union. She received her Ph.D. and M.Eng both in Civil Engineering from the University of Kentucky and Auburn University. Her research interests include the application of Unmanned Aerial Vehicle in construction management, Lean Construction, and liberal arts in engineering education.

visit author page

author page

Yidan Zhu Texas State University

author page

Pianpian Huang East Carolina University

author page

Bingbing Li University of British Columbia, Vancouver

author page

Qiuhan Ji University of British Columbia, Vancouver

Download Paper |

Abstract

The Science, Technology, Engineering, and Math (STEM) industry has experienced significant growth over the past few decades, yet the representation of women in these fields remains disproportionately low. This study explores transformative educational strategies through interviews and surveys with 35 women currently or previously employed in STEM industries. Key areas examined include educational backgrounds, career pathways, professional development, interpersonal dynamics, and valued workplace characteristics.

Findings highlight that women in STEM fields continue to face significant challenges, including gender bias, social isolation, limited career advancement opportunities, insufficient mentoring, and difficulties balancing work and life responsibilities. Despite progress in K-12 STEM education, 65% of participants first considered STEM careers during higher education, often after age 19. Most learned about STEM careers primarily through online resources such as virtual courses, highlighting digital platforms as key for attracting and supporting women's career development, while college career services, despite their pivotal role in career preparation, had minimal impact on their career readiness. Notably, 70% of women reported either personally experiencing or witnessing gender bias and related challenges, which not only affect their current work performance but also influence their sustained long-term engagement in STEM fields. Caregiving responsibilities further restrict women's career choices and long-term professional growth. Encouragingly, women have demonstrated a strong awareness of emerging technologies, with each individual, on average, having explored over six new technologies.

This study combines survey data and in-depth interviews to capture the experiences and narratives of women in STEM, providing insights into the systemic factors contributing to their underrepresentation along with the emerging and changing trends in the field. It offers evidence-based recommendations for educators and educational institutions, emphasizing the necessity of targeted interventions such as K-12 STEM career education, mentorship programs, enhanced college career services, harassment awareness and support, inclusive learning environments, and policy reforms to promote gender equity. By informing academic discussions on STEM diversity, this study guides future research and institutional strategies aimed at attracting more women to STEM fields, improving their career entry and advancement, and fostering a more inclusive professional pipeline.

Zhao, T., & Lin, X., & Wang, X., & Zhu, Y., & Huang, P., & Li, B., & Ji, Q. (2025, June), Breaking Barriers for Women in STEM: Uncovering Career Challenges and Transformative Educational Strategies: A Case Study in Architecture and Related Engineering Fields Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56004

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2025 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015