Gender and Engineering Identity among Upper-Division Undergraduate Students

Hamlet, Leigh C.; Roy, Arkajyoti; Scalone, Giovanna; Lee, Regina; Poleacovschi, Cristina; Kaminsky, Jessica

doi:10.1061/(asce)me.1943-5479.0000876

Cited by 11 publications

(7 citation statements)

References 56 publications

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“…More qualitative research is needed to explore this finding. It is possible this result links to research that shows upper division cisgender female students show stronger engineering identities than do upper division cisgender male students (Hamlet et al, 2021). In other words, the cisgender female students may have already and strongly made up their minds regarding the fundamental nature of engineering, while cisgender male students, who on average face fewer social obstacles to persisting in engineering, may not yet have done so.…”

Section: Discussionmentioning

confidence: 76%

Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes

Drake

Poleacovschi

Faust

et al. 2023

J of Engineering Edu

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Background: Civil engineers design systems that have the potential to impact existing oppressive societal conditions. Critical action-the ability to recognize and act against oppressive conditions-is an obligation for civil engineers committed to building a more just world.Purpose/Hypothesis: History reveals that civil engineers often do not take critical action and accrediting bodies (e.g., ABET) have responded by creating requirements to consider social factors and contexts. Considering these endeavors, we ask: To what extent do civil engineering students demonstrate critical action attitudes when prompted by engineering problem-solving? In what ways does culturally relevant problem-solving influence critical action attitudes? Design/Method: Employing transformative action as a theoretical framework,we assessed students' responses to a design question on three levels that perpetuate or disrupt oppression (avoidant, destructive, and critical action). The empirical study used qualitative and quantitative analysis to examine survey responses of 375 civil engineering undergraduate students across 12 US universities. Results:The results showed that engineering students largely avoided discussing taking critical action, remaining focused on technical and nontechnical factors that evaded acknowledgement of sociopolitical factors. Nevertheless, when exposed to culturally relevant problem-solving, students showed a statistically significant increase in both critical and destructive action responses. Conclusions:We posit that students' exposure to culturally relevant problem-solving can enhance students' critical action attitudes. The results call on the need for civil engineering educators to cultivate culturally relevant problem-solving in civil engineering curriculum.

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Section: Discussionmentioning

confidence: 76%

Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes

Drake

Poleacovschi

Faust

et al. 2023

J of Engineering Edu

Self Cite

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“…The higher enrollment of males compared to females in these specified years is evident in the numbers. It is essential to understand the data Volume 5 | Number 1 | January | 2024 on gender differences in engineering so that more women students in the field stay and individuals to comprehend how distinct genders perceive being engineering students differently (Hamlet et al, 2021). The gender distribution of electronics engineering enrollments is illustrated in Figure 1 through a stacked bar plot.…”

Section: Resultsmentioning

confidence: 99%

Investigating Gender Disparities in Electronics Engineering Program Enrollments at a State University in the Philippines

Beltran,

Arboleda

2024

IJMABER

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The study investigates gender disparities within the electronics engineering program at a state university in the Philippines from 2020 to 2023. There is a significant gender gap occurring in this area of engineering studies that necessitates further investigation to understand gender-related enrollments. The researchers employed data analysis on enrollment data, which included year, course, and gender. By means of data manipulation and visualization using the Python programming language, it facilitated data analysis with Jupyter Notebook. The findings revealed that despite fluctuations over the specified years, male student enrollees significantly outnumbered female student enrollees in the program. Male enrollees have consistently formed around 70% to 72%, on the one hand, female enrollees covered approximately 28% to 30% over the years. The research outcomes implied that gender differences remain significant, and addressing this issue is necessary. If male dominance continues in this field, significant development will not occur. Diversifying the approach to involve more women in the program is crucial to achieving greatness and fostering advancement and development in this field of study.

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“…Keku et al (2021) identified the differences in civil engineering and construction undergraduate students' career satisfaction expectations and participation in cocurricular activities (i.e., participation in an organization for women and minorities in engineering and an outreach club) between underrepresented and non-underrepresented groups. Hamlet et al (2021) found that upper-division female students in civil and construction engineering education programs have a more robust engineering identity than their counterparts, and highlighted the importance of building and sustaining a female's strong engineering identity. Burgoon et al (2021) studied the physical artifacts on display (e.g., art, signs, and photographs) in three construction programs at US universities.…”

Section: Underrepresented Groups In Engineering-construction Education Programsmentioning

confidence: 99%

Diversity and Inclusion in the Engineering-Construction Industry

2022

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Gender and Engineering Identity among Upper-Division Undergraduate Students

Cited by 11 publications

References 56 publications

Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes

Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes

Investigating Gender Disparities in Electronics Engineering Program Enrollments at a State University in the Philippines

Diversity and Inclusion in the Engineering-Construction Industry

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