Abstract
This study examined how undergraduate engineering students form career goals. We hypothesized that a student's development of an engineering identity might be correlated with that student's persistence in engineering. We focused on four areas: (a) motivations for studying engineering, (b) engineering-related experiences, (c) fit perceptions, and (d) engineering-related self-efficacy. We employed a mixed-methods approach: we surveyed all engineering freshmen, and we conducted eight single-sex focus group interviews (one male and one female group at each of four college levels). A total of 1351 (19% female, 81% male) engineering freshmen and 42 (60% female, 40% male) focus group members participated in the study. Statistical analysis of the survey data showed that freshman female engineering students tended to have significantly lower self-efficacy than freshman male engineering students, although they tended to have higher outcome expectations than their male counterparts. Preliminary analysis of the qualitative data provided evidence that for both men and women, out-of class experiences such as internships, design projects, and participation in student organizations tended to increase engagement and commitment to engineering as a profession.
| Original language | English (US) |
|---|---|
| Title of host publication | 40th Annual Frontiers in Education Conference |
| Subtitle of host publication | Celebrating Forty Years of Innovation, FIE 2010 - Conference Program |
| DOIs | |
| State | Published - Dec 1 2010 |
| Event | 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Arlington, VA, United States Duration: Oct 27 2010 → Oct 30 2010 |
Publication series
| Name | Proceedings - Frontiers in Education Conference, FIE |
|---|---|
| ISSN (Print) | 1539-4565 |
Other
| Other | 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 |
|---|---|
| Country | United States |
| City | Arlington, VA |
| Period | 10/27/10 → 10/30/10 |
Fingerprint
Keywords
- Career goals
- Engineering-related experiences
- Gender disparities
- Student identity
ASJC Scopus subject areas
- Software
- Education
- Computer Science Applications
Cite this
Work in progress - Why many smart women leave engineering : A preliminary study of how engineering students form career goals. / Wee, Serena; Cordova-Wentling, Rose Mary; Korte, Russell F.; Larson, Susan M; Loui, Michael C.
40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Conference Program. 2010. 5673614 (Proceedings - Frontiers in Education Conference, FIE).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Work in progress - Why many smart women leave engineering
T2 - A preliminary study of how engineering students form career goals
AU - Wee, Serena
AU - Cordova-Wentling, Rose Mary
AU - Korte, Russell F.
AU - Larson, Susan M
AU - Loui, Michael C.
PY - 2010/12/1
Y1 - 2010/12/1
N2 - This study examined how undergraduate engineering students form career goals. We hypothesized that a student's development of an engineering identity might be correlated with that student's persistence in engineering. We focused on four areas: (a) motivations for studying engineering, (b) engineering-related experiences, (c) fit perceptions, and (d) engineering-related self-efficacy. We employed a mixed-methods approach: we surveyed all engineering freshmen, and we conducted eight single-sex focus group interviews (one male and one female group at each of four college levels). A total of 1351 (19% female, 81% male) engineering freshmen and 42 (60% female, 40% male) focus group members participated in the study. Statistical analysis of the survey data showed that freshman female engineering students tended to have significantly lower self-efficacy than freshman male engineering students, although they tended to have higher outcome expectations than their male counterparts. Preliminary analysis of the qualitative data provided evidence that for both men and women, out-of class experiences such as internships, design projects, and participation in student organizations tended to increase engagement and commitment to engineering as a profession.
AB - This study examined how undergraduate engineering students form career goals. We hypothesized that a student's development of an engineering identity might be correlated with that student's persistence in engineering. We focused on four areas: (a) motivations for studying engineering, (b) engineering-related experiences, (c) fit perceptions, and (d) engineering-related self-efficacy. We employed a mixed-methods approach: we surveyed all engineering freshmen, and we conducted eight single-sex focus group interviews (one male and one female group at each of four college levels). A total of 1351 (19% female, 81% male) engineering freshmen and 42 (60% female, 40% male) focus group members participated in the study. Statistical analysis of the survey data showed that freshman female engineering students tended to have significantly lower self-efficacy than freshman male engineering students, although they tended to have higher outcome expectations than their male counterparts. Preliminary analysis of the qualitative data provided evidence that for both men and women, out-of class experiences such as internships, design projects, and participation in student organizations tended to increase engagement and commitment to engineering as a profession.
KW - Career goals
KW - Engineering-related experiences
KW - Gender disparities
KW - Student identity
UR - http://www.scopus.com/inward/record.url?scp=78751563424&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78751563424&partnerID=8YFLogxK
U2 - 10.1109/FIE.2010.5673614
DO - 10.1109/FIE.2010.5673614
M3 - Conference contribution
AN - SCOPUS:78751563424
SN - 9781424462599
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 40th Annual Frontiers in Education Conference
ER -