Delahanty, C., & Silverman, J. (2022, August), Lived Experiences that Influence How Women Engineering Majors Describe Themselves as Creative  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40444

\bibitem{asee_peer_40444}
  Delahanty, C., \& Silverman, J. (2022, August), \emph{Lived Experiences that Influence How Women Engineering Majors Describe Themselves as Creative}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40444

Christine Delahanty and Jason Silverman.  "Lived Experiences that Influence How Women Engineering Majors Describe Themselves as Creative".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40444 Internet.  11 Jul, 2024

\bibitem{asee_peer_40444}
  Christine Delahanty and Jason Silverman.
  "Lived Experiences that Influence How Women Engineering Majors Describe Themselves as Creative".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40444 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_40444
author = "Christine Delahanty and Jason Silverman"
title = "Lived Experiences that Influence How Women Engineering Majors Describe Themselves as Creative"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40444}
number = {10.18260/1-2--40444}
}

TY  - CPAPER
AB  - Engineering is a creative profession where diverse perspectives of both men and women are crucial to the field. The importance of better understanding the pipeline of female students into engineering, and the path to their success in the major is evident. In 2017, women comprised approximately 20% of engineering graduates, up from 18% in 1997, and 15% never entered the engineering workforce. In 2019, women comprised 48% of the workforce, 34% of the STEM workforce, and only 16% of practicing engineers, a 3% increase from 2009. In an effort to better understand these disparities, this mixed methods research investigated the creative self-efficacy (CSE) of women engineering majors and their beliefs about creativity in relation to lived experiences and explores the research question: In what ways do undergraduate women engineering students describe their creativity and how their lived experiences influenced their decision to major in engineering? The researchers investigated the lived experiences of women engineering students before they entered the engineering major in relation to the way they described themselves as creative. A survey of CSE and beliefs about creativity was administered to 121 undergraduate women engineering students who volunteered for this study. Interviews were conducted of 15 participants selected from survey results with different levels of CSE who met the researcher’s criteria for success in the engineering major. The findings of this study lead to several conclusions: (1) students’ descriptions of themselves as creative corresponded more with the arts than to innovation in engineering; (2) students who described themselves as less creative: (a) had a lower level of CSE; (b) had a greater exposure to engineering in high school through engineering-centered courses and clubs; (c) had a family member who worked in the profession; (d) described more negative classroom experiences at all educational levels that involved intimidation, isolation, and gender-bias.
AU  - Christine Delahanty
AU  - Jason Silverman
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Lived Experiences that Influence How Women Engineering Majors Describe Themselves as Creative
UR  - https://peer.asee.org/40444
DO  - 10.18260/1-2--40444
ER  -