An Exploration of Gender Diversity in Engineering Programs: A Curriculum and Instruction-Based Perspective

Gender Differences in Learning Outcomes from the College Experiences of Engineering Students

“…Curricular emphasis was the most distinguishing factor related to engineering major choice between genders in Zafar's (2009) single-institution study, a result similarly produced in a study by Knight et al (2012) conducted across multiple engineering programs and institutions. To address some of these issues, researchers have suggested that engineering programs could reform their curricula to be more attractive to and supportive of female students (Knight et al, 2012;Marra et al, 2009), develop more inclusive and interactive instructional approaches (Colbeck, Cabrera, & Terenzini, 2001), and provide a variety of co-curricular activities so that female students can create supportive networks (Brainard & Carlin, 1997;Trautvetter, Marra, Lattuca, & Knight, 2011).…”

“…Studies indicate that gender disparities in representation within engineering may be related to differences in self-efficacy (e.g., Marra, Rodgers, Shen, & Bogue, 2009), interest (e.g., Inda, Rodriguez, & Pena, 2013), levels of exposure to engineering before college (Pierrakos, Beam, Watson, Thompson, & Anderson, 2010), and peer or student-faculty relationships (Amelink & Creamer, 2010). Curricular emphasis was the most distinguishing factor related to engineering major choice between genders in Zafar's (2009) single-institution study, a result similarly produced in a study by Knight et al (2012) conducted across multiple engineering programs and institutions. To address some of these issues, researchers have suggested that engineering programs could reform their curricula to be more attractive to and supportive of female students (Knight et al, 2012;Marra et al, 2009), develop more inclusive and interactive instructional approaches (Colbeck, Cabrera, & Terenzini, 2001), and provide a variety of co-curricular activities so that female students can create supportive networks (Brainard & Carlin, 1997;Trautvetter, Marra, Lattuca, & Knight, 2011).…”

Student Demographics and Outcomes in Mechanical Engineering in the U.S.

“…15 Knight et al also found a positive correlation between diversity of a program and students' perception of curricular emphasis on broad and systems perspectives and professional skills as well as students' reports of active/collaborative learning and student-centered teaching. 47 One of the more challenging goals is to create an environment of inclusion rather than exclusion. This means being flexible about the knowledge with which students are expected to enter the program and avoiding 'gatekeeper' courses as much as possible.…”

Institutional Practices and Policies for Recruiting and Supporting Undergraduate Women in Engineering Across Four‐Year Institutions

“…Sex segregation in engineering as a whole notwithstanding, research suggests women perceive some engineering disciplines as warm, inviting, and positive cultures or climates (e.g., Amelink & Creamer, 2010;Brawner, Camacho, Lord, Long, & Ohland, 2012). Accordingly, women in engineering are concentrated in specific disciplines, such as industrial and chemical engineering (e.g., Knight et al, 2012;National Science Board Indicators, 2018).…”