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In Her Shoes: How Team Interactions Affect Engineering Self Efficacy

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Climate Issues for Women Students

Tagged Division

Women in Engineering

Page Count


Page Numbers

12.866.1 - 12.866.15



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Paper Authors


Stephen Krause Arizona State University

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Stephen J. Krause is Professor and Associate Director of the School of Materials at Arizona State University. He teaches courses in general materials engineering, polymer science, characterization of materials, and materials selection and design. He conducts research in innovative education in engineering, including a Materials Concept Inventory, and also in adapting design, engineering and technology concepts to K-12 education.

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Dale Baker Arizona State University

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Dale R. Baker is a Professor of Science Education in the Department of Curriculum and Instruction at Arizona State University and was the Co-Editor of The Journal of Research in Science Teaching. She teaches courses in science curricula, teaching and learning, and assessment courses with an emphasis on constructivist theory and issues of equity. Her research focuses on issues of gender, science, and science teaching. She has won two awards for her research in these areas. She was elected a fellow of the American Association for the Advancement of Science in 2004.

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Chell Roberts Arizona State University

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Chell A. Roberts is an associate professor and Director of Engineering at Arizona State University Polytechnic. He received his Ph.D. in Industrial Engineering and Operations Research from Virginia Tech in 1991. He has a MS in Industrial Engineering and a BA in Mathematics from the University of Utah. He is a member of the board of directors for the Society for Computer Simulation International and has been actively involved in developing undergraduate engineering design curriculum.

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In Her Shoes: How Team Interactions Affect Engineering Self-Efficacy


Engineering is one of the few professional fields that has a disproportionately small fraction of female practitioners. One major reason for low female interest and retention in engineering is low engineering self-efficacy. In this study, learning within the freshman engineering culture was explored through a case study. One researcher, Sherry (a pseudonym), took part in this study as a full participant-observer by joining the freshman engineering culture as a student. The researcher was embedded in the freshman engineering classroom for one year. Class activities involved two team-based design projects. With the goal of investigating the context and process of learning engineering, Sherry recorded her learning progress, self-efficacy, and observations in a journal and discussed her experiences with other researchers involved in this project. Data were examined through the lens of Bandura’s self-efficacy model. At the beginning of the class, Sherry started with moderately high self-efficacy; however, poor team communication and failure in her first design project significantly decreased her perceived self-efficacy. She also had tool phobia due to unfamiliarity with using power tools, which created an additional barrier to her making contributions to the project. In this study, Sherry’s self-efficacy was improved as well as hindered by the mastery experiences relating to engineering skills and project success, by social persuasion from her team members, by the vicarious experiences she gained by observing students similar to herself, and by her physiological reactions. This study provides insights into how self-efficacy, perhaps more than ability, can be an important factor and a powerful motivator influencing the learning of engineering concepts and skills as well as retention in engineering. It also highlights the need to create a community of engineering learners that values professionalism in the transfer of knowledge and skills from one to another. Recommendations are made for team-based classroom activities that would promote positive engineering self- efficacy.


The disproportionately low representation of female practitioners in the field of engineering is still an issue1. Engineering is one of the few fields where women representation is as low as eleven percent2. Recent studies show that women are more likely to drop out of engineering because of the social and affective factors and the environment that they perceive as unwelcoming3,4. In addition, female students have lower confidence in their engineering skills compared to their male peers, causing women to believe that they cannot do engineering5, 6.

There is some evidence that self-efficacy has a significant effect on engineering students’ continuation in the field of engineering. In 1997, Besterfield-Sacre, Atman, and Shuman found that persistence in engineering was related to social and affective factors7. They stated that cognitive factors such as students’ academic preparation were less influential in engineering self- efficacy. In another study, Hutchison, Follman, Sumpter, and Bodner asked first-year engineering students to list factors affecting their self-confidence in their ability to succeed in their engineering class8. Understanding of the course material, team interactions, computing

Krause, S., & Baker, D., & Roberts, C. (2007, June), In Her Shoes: How Team Interactions Affect Engineering Self Efficacy Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1548

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: © 2007 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