An Integrated Approach To Recruiting And Retaining Appalachian Engineering Students

Winn, Gary L.; Hensel, Robin; Curtis, Reagan; Taylor, Lydotta M.; Cilento, Gene

doi:10.19030/ajee.v2i2.6634

Cited by 4 publications

(2 citation statements)

References 4 publications

(1 reference statement)

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“…While such a description does not specifically involve gender, it nevertheless has gendered implications, as these values and traits are more consistent with a traditional masculine identity. Research finds that because of a lack of accurate information, females often view STEM occupations in this traditional and quite stereotypic perspective and, consequently, are less likely to aspire or persist to subsequent occupations (Barton, Tan, & Rivet, 2008; Brickhouse & Potter, 2001; Buck, Clark, Leslie-Pelecky, Lu, & Cerda-Lizarraga, 2008; Farland-Smith, 2012; Winn et al, 2011). Regarding engineering in particular, Reyer (2007) found that among high school students involved in an university outreach program, girls had inaccurate perceptions of engineering occupations, for example, as requiring genius levels of expertise.…”

Section: Introductionmentioning

confidence: 99%

Examining Gender Inequality In A High School Engineering Course

Riegle‐Crumb

Moore

2013

AJEE

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This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.

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Section: Introductionmentioning

confidence: 99%

Examining Gender Inequality In A High School Engineering Course

Riegle‐Crumb

Moore

2013

AJEE

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“…Our freshman engineering program has been actively involved in engaging students and in assisting them during their early stages of their education. 9 Table 2 presents examples of the programs implemented in our freshman engineering program to retain students in engineering. Our retention efforts involve an intensive "peer-mentoring" and "peer-tutoring" approach.…”

Section: Discussionmentioning

confidence: 99%

Engineering Attrition and University Retention

Santiago¹,

Hensel²

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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College of Engineering and Mineral Resources. She holds a Ph.D. in chemical engineering from the Pennsylvania State University. She teaches freshman engineering courses and supports the outreach and recruiting activities of the college. Her research interests include neural tissue engineering, stem cell research, absorption of air pollutants in human upper airways, attrition and university retention, Increasing student awareness and interest in research and engineering, STEM education, and recruitment and retention of women and minorities.

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