d'Entremont, A. G., & Gustafson, H., & Lyon, K. A., & Verrett, J., & Greer, K., & Ali, A. S. (2017, June), Gendered Words in U.S. Engineering Recruitment Documents  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28401

\bibitem{asee_peer_28401}
  d'Entremont, A. G., \& Gustafson, H., \& Lyon, K. A., \& Verrett, J., \& Greer, K., \& Ali, A. S. (2017, June), \emph{Gendered Words in U.S. Engineering Recruitment Documents}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28401

Agnes G. d'Entremont, Hannah Gustafson, Katherine  A. Lyon, Jonathan Verrett P.Eng., Kerry Greer, and Atif Shoukat Ali.  "Gendered Words in U.S. Engineering Recruitment Documents".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28401 Internet.  28 Feb, 2025

\bibitem{asee_peer_28401}
  Agnes G. d'Entremont, Hannah Gustafson, Katherine  A. Lyon, Jonathan Verrett P.Eng., Kerry Greer, and Atif Shoukat Ali.
  "Gendered Words in U.S. Engineering Recruitment Documents".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28401 Internet.  28 Feb, 2025

@INPROCEEDINGS{asee_peer_28401
author = "Agnes G. d'Entremont, Hannah Gustafson, Katherine  A. Lyon, Jonathan Verrett P.Eng., Kerry Greer, and Atif Shoukat Ali"
title = "Gendered Words in U.S. Engineering Recruitment Documents"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28401}
number = {10.18260/1-2--28401}
}

TY  - CPAPER
AB  - Gender imbalance exists in most US engineering undergraduate programs, despite efforts to attract women. It has been suggested that this imbalance results primarily from limited recruitment of women, as opposed to differential retention. One possible contributor is the recruitment material used by engineering schools. Research shows that words associated with masculinity or femininity in job ads (e.g. aggressive (m), communal (f)) can influence a woman’s decision to apply for a job, as well as her expectations of belonging (Gaucher 2011). We performed content analysis on web-based undergraduate recruitment materials from a subset of US engineering schools with a range of sizes, regions, percentage degrees granted to female undergraduates, and public/private designations for the presence/frequency of 80 words previously identified as masculine (41) or feminine (39) in job ads. Words used in a technical sense were excluded (e.g. circuit “analysis”). In our analysis of 40 schools, we found 30 unique masculine words and 25 unique feminine words, and, at each school, instances of masculine words equaled or outnumbered feminine words. The most frequent words, in order, were: lead* (m), understand* (f), analy* (m), compete* (m),  (where * indicates a wildcard). There was a weak negative relationship between feminine website words and women undergraduate enrollment, and no relationship between women's enrollment and gendered words associated with each discipline. The preponderance of masculine words (nearly double the instances of feminine words) may indicate a masculine culture of engineering education, which may send signals to prospective students about their probable fit in the programs.  
AU  - Agnes G. d'Entremont
AU  - Hannah Gustafson
AU  - Katherine  A. Lyon
AU  - Jonathan Verrett P.Eng.
AU  - Kerry Greer
AU  - Atif Shoukat Ali
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Gendered Words in U.S. Engineering Recruitment Documents
UR  - https://peer.asee.org/28401
DO  - 10.18260/1-2--28401
ER  -