High School Is Not Too Late: Developing Girls' Interest and Engagement in Engineering Careers

Abstract

Although experts increasingly call for science, technology, engineering, and math (STEM) education to begin in middle and elementary schools, a 3-year intervention beginning with high-achieving female high school sophomores demonstrated that young women can develop a serious interest in engineering in high school. However, subsequent post-high school study of the participants showed that interest in engineering was not enough for lower-income minority women to pursue engineering in college. It should be noted that their decision against pursuing engineering in college was not due to their lack of academic preparation or interest in the field, but to a lack of financial resources and social support for engineering, as well as fears of failure. Career counselors and college recruiters have an important role to play in the recruitment and retention of girls of color in engineering and other STEM college majors, including facilitating support and access to appropriate programs and resources at pivotal times.

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

“…A variety of causes have contributed to failed recruitment efforts (Wang and Degol 2016), including social factors (Cho et al 2009;Lyon 2013;Thackeray 2016), institutional structures (Bottia et al 2015), poor advising (Lee 2008), and early education classroom environments (Han 2016). However, studies show that developing an identity linked to STEM from a young age (Bieri Buschor et al 2014;McCarthy and Berger 2008), having supportive families (Burge 2013;Lee 2016;Lyon 2013), access to quality advising (Byars-Winston 2014;Bystydzienski, Eisenhart, and Bruning 2015), and exposure to gender-inclusive video games (Bonner 2015;Borghetti 2014;Gilliam et al 2017) can all play a part in the choice to pursue a career in these disciplines before enrolling on college.…”

“…Institutions must follow up on these pathways with gender-neutral recruitment messages (Krome 2016) showing current and prospective STEM students that they will have every opportunity to succeed with strong messages supporting themes of inclusiveness of gender, race, and privilege (Osei-Kofi and Torres 2015). Substantial financial resources, educational support, and social support must be offered to help students transition, particularly for URM students (Bystydzienski, Eisenhart, and Bruning 2015;Rosa 2013).…”

Work–Family Balance Self‐Efficacy's Relationship With STEM Commitment: Unexpected Gender Moderation

“…Research has identified factors such as interest, proactive personality, and peer mentoring as important for STEM commitment (Bystydzienski, Eisenhart, & Bruning, 2015;Holland, Major, & Orvis, 2012;Major, Holland, & Oborn, 2012). However, work-family considerations remain understudied as a contributor to students' decisions to leave STEM majors.…”

Infusing Empathy Into Engineering Design: Supporting Under-represented Student Interest and Sense of Belongingness

“…26 Recent research indicates that belonging and recognition influence achievement and interest, especially for girls and women. 26,[30][31][32][33][34][35][36] The preference for empathetic work appears to help women maintain their identities, not merely adopt the identities of men. 3,4,[37][38][39] Interest.…”