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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 under-
represented 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
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