The Community College Pathway: A Study of Women in STEM
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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10
- DOI
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10.18260/1-2--41326
- Permanent URL
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https://peer.asee.org/41326
- Download Count
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216
Paper Authors
Roberta Rincon Society of Women Engineers
Dr. Roberta Rincon is the Associate Director of Research with the Society of Women Engineers, where she oversees the organization’s research activities around issues impacting girls and women from elementary through college and into the engineering workforce. Before joining SWE, Roberta was a Senior Research and Policy Analyst at The University of Texas System, where she focused on student success and faculty awards programs across nine academic institutions. Roberta received her B.S. in Civil Engineering from The University of Texas at Austin, an MBA and an M.S. in Information Management from Arizona State University, and a Ph.D. in Educational Policy and Planning from UT Austin.
Erin Carll
Erin Carll is a research scientist at the University of Washington Center for Evaluation & Research for STEM Equity (CERSE). She is a sociologist by training. She is experienced in qualitative, quantitative, and mixed methods. She has instructed a variety of undergraduate courses, including statistics, research practicums, sociology of education, and sociology of housing.
Emily Knaphus-Soran University of Washington
Emily Knaphus-Soran is a Senior Research Scientist at the University of Washington Center for Evaluation & Research for STEM Equity (UW CERSE). Emily has served as the evaluator for several NSF-funded programs aimed at improving diversity, equity, and inclusion in STEM education. Emily earned a PhD and MA in Sociology from the University of Washington, and a BA in Sociology from Smith College. Emily approaches her work with the intention to use her positions of privilege to challenge white supremacy and contribute to building a more just world. In doing so, she acknowledges the risk that her own blind spots and persistent biases could surface in her research, and invites continued discussion of research findings and implications with this in mind.
Abstract
Many women begin their postsecondary education at a community college, so encouraging and supporting them on the transfer pathway is critical for addressing the lack of gender diversity in STEM – particularly in engineering and technology. However, research has found that women learn less about the engineering profession during their time at community college than men. Women in community college also have less confidence in math and science than men.
To counteract these factors that contribute to women’s lower persistence in engineering and technology programs, a pilot program was developed to introduce community college women to engineers and scientists in four-year universities and the workforce. Six virtual networking events were held in the spring and fall of 2021. The aim of the networking program was to (1) provide more information about career pathways, (2) strengthen interpersonal relationships, networking, and mentorship, and (3) boost confidence through connections with same-gender STEM experts to counteract stereotypes.
Through pre- and post-event surveys, researchers found that most women who attended the events indicated that the experience helped them feel part of a STEM community and feel confident that they could succeed in their career and educational pathway. Students also rated themselves higher on the post-survey compared to the pre-survey in terms of confidence, leadership, math, and science.
Rincon, R., & Carll, E., & Knaphus-Soran, E. (2022, August), The Community College Pathway: A Study of Women in STEM Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41326
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