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If we have mastered a model that reduces the gender gap in persisting through the undergraduate years, we can concentrate our efforts on: • implementing this type of program in other settings • recruiting more women so that they will have the opportunity to participate in a female-friendly training ground for engineering, • empowering women as they turn to leave the nurturing undergraduate environment, so that they can with confidence address and resolve workplace and career issues which serve as obstacles to long-term careers in engineering. Exec Summary-16
CHAPTER I-A INTRODUCTION The under-representation of women in engineering and other sciences has been a topic of national concern (Brainard, et. al., 1998; NSF, 2000; Rosser, 1995; WEPAN, 1993). A general decline in engineering enrollment has led to societal concern regarding a shortage of engineering professionals, and women, who continue to be seriously underrepresented in the profession, are one of the potential sources for future engineers which have been targeted for cultivation (Bergvall, et. al., 1994; CAWMSET, 2000; National Science Board, 1993; Oakes, 1990). From the individual women’s point of view, the under-representation of women in training for engineering undermines their qualifications for a lucrative, rewarding profession (Bergvall, et. al., 1994; Hanson, 1996). Efforts have therefore been taken to recruit and strengthen the retention of female engineering students beyond the current national average representation of 15% of engineering students being women (Anderson, 1994; Johnson, 1993). However, despite these efforts, a high proportion of women avoid science concentrations and engineering in particular, have a higher rate of attrition from college engineering programs (Adelman, 1998; Huang, et. al., 2000; Strenta, et. al., 1994), have a higher attrition rate than males from the profession after graduation (see for example, Boyce et. al., 2002; CAWMSET, 2000; National Research Council, 1994), and continue to be underrepresented in these professions. The process resulting in the under-representation of women in engineering has been likened to an extensive "leaky pipeline" beginning in childhood, continuing through elementary, junior high and high school experiences, and continuing up through labor IA-17
Page 1 and 2: A GENDER LENS ON ROWAN UNIVERSITY
Page 3 and 4: EXECUTIVE SUMMARY BACKGROUND TO THE
Page 5 and 6: the program? In particular, how do
Page 7 and 8: various aspects of the program and
Page 9 and 10: However, the empowering effect of t
Page 11 and 12: with the delivery of lab work, team
Page 13 and 14: The perception of problems for wome
Page 15 and 16: • Have as high or higher academic
Page 17: These are important findings for an
Page 21 and 22: incorporate an inclusive pedagogica
Page 23 and 24: has specifically been advocated as
Page 25 and 26: affect intellectual identity and ac
Page 27 and 28: CLIMATE ISSUES DIFFICULT FOR WOMEN
Page 29 and 30: atmosphere separates students from
Page 31 and 32: successfully serve as a model for m
Page 33 and 34: uilt itself up into a full-fledged
Page 35 and 36: sensitive policy to sophomore year
Page 37 and 38: work together to continuously creat
Page 39 and 40: that students, in their exit interv
Page 41 and 42: presentations convincing to practic
Page 43 and 44: chapter on campus, which sponsors s
Page 45 and 46: academic year and their satisfactio
Page 47 and 48: Additional Information from Univers
Page 49 and 50: CHAPTER I-D THE ROWAN ENGINEERING S
Page 51 and 52: The rest of this chapter is based o
Page 53 and 54: TABLE ID-3 COHORT BY MAJOR (%’s)
Page 55 and 56: TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
Page 57 and 58: Academic Achievement The level of a
Page 59 and 60: TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
Page 61 and 62: London, 1992). Almost a third of th
Page 63 and 64: Parental occupations of male studen
Page 65 and 66: As we have mentioned above, about h
Page 67 and 68: All of the support items were recod
Page 69 and 70:
science field. Males and females sh
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5) pre-college academic preparation
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program. Other students may opt to
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confidence at the beginning of each
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STUDENT INPUT Family and Socio- Dem
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CHAPTER II-B THE RELATIONSHIP BETWE
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making up this factor, while 22.4%
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(CONF STAY ENG) as the dependent va
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contrary to our expectations, it is
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students is .568, and for all stude
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However, the importance of backgrou
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TABLE IIB-4 MULTIPLE REGRESSION ANA
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oth that they will stay with engine
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The main gender differences through
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CHAPTER II-C ENGINEERING BEHAVIOR A
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grades is statistically significant
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shows us that the impact of both fa
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men’s and their mean GPA in engin
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TABLE IIC-4 ACADEMIC PERFORMANCE BY
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(1) The first type of involvement r
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participation in enrichment activit
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Having a sibling who went to colleg
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These background characteristics ha
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In sum, in terms of enrichment acti
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Table IIC-11 SUPPORT BY FACULTY BY
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For males, living with other scienc
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TABLE IIC-14 PARTICIPATION IN HELP
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primarily the male’s career couns
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Finally, involvement in non-enginee
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The Rowan engineering females fall
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members to have slightly higher GPA
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CHAPTER II-D CHANGES IN ENGINEERING
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However, there is a gender differen
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Considering the possibility that no
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achievement. Academic self-confiden
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While the four self-confidence fact
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We separated our analysis by year i
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Similarly, for junior females, a hi
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In summary, we can see that over th
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in their computer skills and in the
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TABLE IID-3 CHANGE IN SELF-CONFIDEN
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engineering as the right major for
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TABLE IID-5 MEAN GRADE POINT AVERAG
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the senior year, we find the larges
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The programmatic elements of most i
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elated to satisfaction at the end o
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The second indicator of satisfactio
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of classroom hours”, “are frien
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Satisfaction Item TABLE IIE-2 SATIS
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Considering high school background
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TABLE IIE-5 MULTIPLE CORRELATIONS R
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TABLE IIE-6 MULTIPLE REGRESSION ANA
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with team work is lowest in the jun
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High School Background High school
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teams are also more likely to join
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Satisfaction Item TABLE IIE-12 SATI
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TABLE IIE-14 SATISFACTION WITH INTE
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TABLE IIE-16 MULTIPLE REGRESSION AN
Page 185 and 186:
course of the academic year. It cou
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gender difference are female studen
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a. Labwork (SATLAB) There is no gen
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TABLE IIE-22 SATISFACTION WITH ENGI
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indicated that there does not seem
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I. Programmatic Elements a-b. Satis
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II. Satisfaction with Applied Aspec
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administered during the different y
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higher among seniors. For both male
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TABLE IIE-26 MEAN SATISFACTION WITH
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engineering self-confidence was sim
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previous research, which suggests t
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WOMEN’S PARTICIPATION IN SWE AND
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ole models for engineering in the f
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difference in satisfaction with the
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program do not exhibit poorer pre-c
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Cohort beginning year: TABLE IIF-1
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Looking at gender differences in re
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from the university, or if they had
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TABLE IIF-5 ENGINEERING “STAYERS
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Leavers were less involved in engin
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TABLE IIF-9 ENGINEERING SELF-CONFID
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TABLE IIF-11 ACADEMIC ACHIEVEMENT O
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TABLE IIF-13 PARTICIPATION IN ENGIN
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TABLE IIF-14 ENGINEERING SELF-CONFI
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TABLE IIF-15 SATISFACTION WITH ROWA
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Previous research has suggested tha
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expected women’s perception of pr
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(4) We also expected the perception
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I’ll get hired somewhere.” Whil
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Remember that Rowan students were a
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As standardized factor scores, the
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We also could analyze the perceptio
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TABLE IIG-5 PERCEPTION OF PROBLEMS
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TABLE IIG-7 CHANGE IN PERCEPTION OF
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presumably with an understanding th
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correlations of each of the factors
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the junior female students to perce
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CHANGE IN PERCEPTION OF PROBLEMS OV
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TABLE IIG-13 CHANGE IN PERCEPTION O
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Issue TABLE IIG-14 CHANGE IN PERCEP
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TABLE IIG-17 PERCEPTIONS OF PROBLEM
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CHAPTER II-H COMPARISONS TO OTHER S
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TABLE IIH-1 ENGINEERING SELF-CONFID
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Rowan females are also more involve
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TABLE IIH-3 PARTICIPATION IN SELECT
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females agreed or strongly agreed t
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males vs. 50.0% females); at Rowan,
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Purpose of the Study PART III SUMMA
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Evidence that Rowan’s Program is
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tend to be more satisfied with the
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It is important to note that having
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new program, many changes were inst
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Cunningham, Christine M., Cathy Lac
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Marchese, A. J., Schmalzel, J. L, M
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Tinto, V. 1993. Leaving College: Re
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ENGINEERING STUDENT SURVEY I Dear S
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Family Background 11.What was the h
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29a. Did you ever have a female tea
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40. The statements listed below hav
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Name__________________ Social Secur
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7. During this academic year, how f
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26. From your experience, engineeri
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37. The statements listed below hav
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1. Your background, how long at Row
Page 315:
APPENDIX B ENGINEERING SELF-CONFIDE
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