THAWING THE FREEZING CLIMATE FOR WOMEN IN ENGINEERING EDUCATION: VIEWS FROM BOTH SIDES OF THE DESK

1994 ◽  
Vol 1 (4) ◽  
pp. 323-346 ◽  
Author(s):  
Sheryl A. Sorby ◽  
Victoria L. Bergvall ◽  
James B. Worthen
Keyword(s):  
Engineering Education ◽  
Women In Engineering

Revisioning the Engineering Profession

2018 ◽  
pp. 427-442
Author(s):  
Judith Gill ◽  
Mary Ayre ◽  
Julie Mills
Keyword(s):  
Engineering Education ◽  
Current Situation ◽  
Women Engineers ◽  
Professional Status ◽  
Engineering Profession ◽  
Women In Engineering ◽  
Globalizing World ◽  
Starting Point ◽  
English Speaking ◽  
Study Offer

Beginning with a brief account of the value of diversity and inclusivity in a globalizing world, this chapter presents an overview of the current situation of the engineering profession in some English-speaking countries. The starting point addresses the enduring difficulty encountered by attempts to increase and diversify professional engineering. Drawing on a series of studies of engineering education, engineering workplaces and people, both in Australia and beyond, this chapter outlines barriers to entering engineering for anybody other than white mainstream males. Access and retention have long been recognized as serious impediments to increasing numbers of women in engineering. The particular breakthrough in this chapter describes the ways in which some Australian women engineers are working to sustain and enrich their professional status within the workplace by developing strategies that enable them to continue as professionals without diminishing other important features of their life worlds. The implications for all sectors of education, and employers, to emerge from this study offer a basis for redesigning engineering as a more diverse and inclusive profession.

scholarly journals Women In Engineering Education In Turkey

2020 ◽  
Author(s):  
Lerzan Özkale ◽  
Fatma Küskü ◽  
Gülsün Saglamer
Keyword(s):  
Engineering Education ◽  
Women In Engineering ◽  
Education In Turkey

scholarly journals Revisioning the Engineering Profession

2017 ◽  
pp. 156-175 ◽  
Author(s):  
Judith Gill ◽  
Mary Ayre ◽  
Julie Mills
Keyword(s):  
Engineering Education ◽  
Current Situation ◽  
Women Engineers ◽  
Professional Status ◽  
Engineering Profession ◽  
Women In Engineering ◽  
Globalizing World ◽  
Starting Point ◽  
English Speaking ◽  
Study Offer

Beginning with a brief account of the value of diversity and inclusivity in a globalizing world, this chapter presents an overview of the current situation of the engineering profession in some English-speaking countries. The starting point addresses the enduring difficulty encountered by attempts to increase and diversify professional engineering. Drawing on a series of studies of engineering education, engineering workplaces and people, both in Australia and beyond, this chapter outlines barriers to entering engineering for anybody other than white mainstream males. Access and retention have long been recognized as serious impediments to increasing numbers of women in engineering. The particular breakthrough in this chapter describes the ways in which some Australian women engineers are working to sustain and enrich their professional status within the workplace by developing strategies that enable them to continue as professionals without diminishing other important features of their life worlds. The implications for all sectors of education, and employers, to emerge from this study offer a basis for redesigning engineering as a more diverse and inclusive profession.

Roughing It: Evaluating a Novel Experiential Design Course on Resiliency, Self-Leadership, and Engineering Design Self-Efficacy

2020 ◽  
Author(s):  
Sandeep Krishnakumar ◽  
Gabriella Sallai ◽  
Catherine Berdanier ◽  
Meg Handley ◽  
Dena Lang ◽  
...  
Keyword(s):  
Engineering Education ◽  
Self Efficacy ◽  
Engineering Students ◽  
Design Thinking ◽  
Underrepresented Students ◽  
Faculty Members ◽  
Appalachian Trail ◽  
Women In Engineering ◽  
Experiential Design ◽  
Mastery Experiences

Abstract Despite continuous calls in literature for an increase in women in engineering, U.S. numbers hover around 20% women graduating with undergraduate degrees in engineering. Although diversity, inclusion, and engineering education researchers have made great strides in understanding the development of engineering identity and capturing the experiences of struggling women and underrepresented students, many women students still experience “chilly” climates in daily interactions in engineering education environments. Women need mentorship, peer support, and mastery experiences that build Self-leadership, resilience, and engineering self-efficacy beliefs to persevere and flourish in such environments. The current work explores the effectiveness of a novel experiential design intervention on these factors for women engineering students. Specifically, we assess the value of a unique experiential design course where women engineering students hiked a portion of the Appalachian Trail guided by women engineering faculty members, and then participated in a follow-on design thinking project. Results suggest such interventions may be effective methods to improve student outcomes.

scholarly journals Engineering Education through the Latina Lens

2016 ◽  
Vol 5 (4) ◽  
pp. 113 ◽  
Author(s):  
Elsa Q. Villa ◽  
Luciene Wandermurem ◽  
Elaine M. Hampton ◽  
Alberto Esquinca
Keyword(s):  
Identity Development ◽  
Engineering Education ◽  
Mexican American ◽  
Science Studies ◽  
Learning Approaches ◽  
Mexican American Family ◽  
Women In Engineering ◽  
Effective Learning ◽  
Affinity Spaces ◽  
Mexican Heritage

<p class="Body">Less than 20% of undergraduates earning a degree in engineering are women, and even more alarming is minority women earn a mere 3.1% of those degrees. This paper reports on a qualitative study examining Latinas’ identity development toward and in undergraduate engineering and computer science studies using a sociocultural theory of learning. Three major themes emerged from the data analysis: 1) Engineering support clusters as affinity spaces contributing to development of engineering identities; 2) Mexican or Mexican-American family contributing to persistence in engineering; and 3) Equity in access to engineering education. Engineering support clusters and Mexican heritage family support were vital in developing and sustaining Latinas’ engineering identity. Additionally, data supported the idea that Latinas at the research site experienced gender and ethnic equity in their access to engineering education. The authors call for a more gender-inclusive engineering education and situating education experiences in more effective learning approaches (i.e., critical thinking in community and cultural contexts), which deserves attention in order to move engineering away from a ubiquitous view of inflexibility regarding women in engineering.</p>

scholarly journals The Gender Gap in Engineering Education During The COVID-19 Lockdown: A Study Case

2021 ◽  
Vol 11 (6) ◽  
pp. 117-131
Author(s):  
Borja Bordel Sánchez ◽  
Ramón Alcarria ◽  
Tomás Robles ◽  
Diego Martin
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Gender Gap ◽  
Educational Process ◽  
Male Students ◽  
Computer Engineering ◽  
Women In Engineering ◽  
Engineering Degree ◽  
Study Case ◽  
Final Causes

Higher education in Spain, especially in Madrid, was suddenly and unex-pectedly shut down on March 9th 2020 because of the beginning of the COVID-19 first wave emergency. In engineering education, where practical laboratories are a relevant part of the educational process, professors followed different approaches (sometimes concurrently), designed after only three or five days of discussions. Although, globally, the obtained results are ac-ceptable considering the situation, after informally analyzing the data and observing the post-lockdown students’ profile, it emerges clearly that some collectives have suffered a higher impact than other. The objective of this work is to analyze if the performance of women in engineering courses, spe-cifically in computer engineering, is different from male students. The study case is carried out at Universidad Politécnica de Madrid, particularly, in the computer engineering degree. Furthermore, if a statistically relevant differ-ence is discovered, the final causes of this worrying situation will be studied. Official academic results were analyzed. Besides, more than one hundred surveys among students were developed. Results clearly show a deterioration in all indicators for all collectives and students, comparing the performance during the lockdown and the performance of previous years. However, this impact is not homogenous, and results also show how there is, actually, a gender gap placing women in engineering education during the lockdown (an after) in a disadvantaged situation

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