Asee peer logo

Evaluating The Effectiveness Of Gender Equity Training In Engineering Summer Workshops With Pre College Teachers And Counselors

Download Paper |


2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.471.1 - 6.471.14



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Patricia Secola

author page

Bettie Smiley

author page

Dale Baker

author page

Mary Anderson-Rowland

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1692

Evaluating the Effectiveness of Gender Equity Training in Engineering Summer Workshops With Pre-College Teachers and Counselors

Patricia M. Secola, Bettie A. Smiley, Mary R. Anderson-Rowland, Dale R. Baker Arizona State University


The WISE Investments (WI) Program is a three-year NSF project designed to encourage young women to pursue engineering and related careers. A major component of this grant is to provide two two-week summer professional development workshops that introduce middle school, high school, and community college teachers and guidance counselors to engineering. These educators are responsible for integrating what they have learned in the engineering workshops by using related activities in their mathematics and science curricula. The counselors include applied math and science in their career counseling and implement an outreach program to encourage students to consider a major in engineering.

The engineering workshops have provided instruction to 90 pre-college educators from the local community colleges, middle schools, and high schools. To evaluate the short-term effectiveness of the professional development workshops, assessment instruments were used to provide feedback and strengthen instruction. One part of this formative process included an objective measure related to gender equity.

The educators were asked to complete a questionnaire prior to the workshop to assess their understanding of gender issues in engineering, science, mathematics, and technology. The same instrument was administered after completing eight engineering labs. The paper will present a comparison of the summer 1999 and summer 2000 data to illustrate the need for gender equity programs in the middle schools, high schools, and community colleges.

I. Introduction

The term gender equity refers to eliminating sex-role stereotyping and sex bias from the classroom setting and instructional practices. It is used to signal efforts to broaden equal opportunities in an environment that empowers all students to follow through on their personal careers and life choices.1 Despite the efforts to pass Title IX in 1972, there is evidence that society continues to hold different expectations for women and men. 2 Only 44% of the students majoring in engineering their freshman year remain in engineering their senior year and only Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright c 2001, American Society for Engineering Education

Secola, P., & Smiley, B., & Baker, D., & Anderson-Rowland, M. (2001, June), Evaluating The Effectiveness Of Gender Equity Training In Engineering Summer Workshops With Pre College Teachers And Counselors Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9237

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: © 2001 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