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REFERENCES AAUW (American Association of University Women). 1992. How Schools Shortchange Girls. AAUW Educational Foundation and National Education Association. Adelman, C.1998. Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers. Washington, D.C.: U.S. Department of Education. Anderson, V. 1995. “Identifying Special Advising needs of Women Engineering Students.” The Journal of College Student Development 36(4). Astin, A. 1985. Student involvement: A developmental theory for higher education. Journal of College Student Personnel 25: 297-308. Astin, A. W. and Astin, H.S. 1993. Undergraduate Science Education: The Impact of Different College Environments on the Educational Pipeline in the Sciences. Los Angeles: HERI UCLA. Bergvall, Victoria L., Sheryl A. Sorby, and James B. Worthen. 1994. “Thawing the Freezing Climate for Women in Engineering Education: Views from Both Sides of the Desk” Journal of Women and Minorities in Science and Engineering, vol. 1, pp.323-346. Besterfield-Sacre, Mary, Cynthia Atman and Larry Shuman. 1997. “Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering.” Journal of Engineering Education 86:2 (April): 139-49. Blaisdell, Stephanie. 1998. "Predictors of Women's Entry into Engineering: Why Academic Preparation is Not Sufficient." WEPAN National Conference Proceedings. Boyce, Mary et. al. 2002. Report of the Committee on Women Faculty in the School of engineering at MIT (March). Boston: MIT. Brainard, S. G., S. S. Metz, and G. M. Gillmore, 1998. "WEPAN Pilot Climate Survey." http://www.wepan.org/climate.html Brainard, Suzanne G. and Penelope Huang. 2002. University of Washington Climate Survey: Exploring the Environment for Undergraduate Engineering Students, 2002, A Final Report to the ECSEL Coalition. University of Washington: October. Busch-Vishniac, Ilene and Jeffrey P. Jarosz. 2003. “Deconstructing Engineering Education Programs to Foster Diversity (DEEP).” Proceedings of the American Society for Engineering Education (ASEE) National Conference 2003, Nashville, TN (August). Camp, W.G. 1990. “Participation in Student Activities and Achievement: A Covariance Structural Analysis.” Journal of Educational Research 83: 275-278. Cerro, Gerardo del and Naphysah O. Duncan, 2002. “Assessing Success: Female Engineers at the Cooper Union”. Paper presented at ASEE National Conference and published in the Conference Proceedings (Montreal, June). Clewell, Beatriz Chu and Patricia B. Campbell. 2002.”Taking Stock: Where We’ve Been, Where We Are, Where We’re Going.” Journal of Women and Minorities in Science and Engineering,” 8:255-284. Collins, Deborah, Alan E. Bayer and Deidre A. Hirschfeld, 1996. “Engineering Education for Women: A Chilly Climate?” 1996 WEPAN National Conference Proceedings, pp. 323-8. Commission on the Advancement of Women and Minorities in Science, Engineering and Technology (CAWMSET). 2000. Land of Plenty: Diversity as America’s Competitive Edge in Science, Engineering and Technology. Washington, D.C.: Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development. Crawford, M. and M. Macleod. 1990. “Gender in the College Classroom: An Assessment of the ‘Chilly Climate’ for Women.” Sex Roles 23(3/4): 101-122. References-288
Cunningham, Christine M., Cathy Lachapelle, Meredith Thompson, Mario Delci and Irene Goodman. 2000. "Factors Encouraging and Discouraging Undergraduate Women in Engineering: Results from a National, Web- Based Study." Paper presented at the Annual meeting of the American Educational Research Association, New Orleans. Davis, Cinda-Sue and Sue V. Rosser .1996. "Program and Curricular Interventions." Ch. 7 in Cinda-Sue Davis, Angela B. Ginorio, Carol S. Hollinshead, Barbara B. Lazarus, Paula M. Rayman & associates, The Equity Equation. San Francisco: Jossey-Bass Publishers. Dresselhaus, Mildred S., Judy R. Franz, and Bunny C. Clark. 1994. “Interventions to Increase the Participation of Women in Physics.” Science, 263:1392-1393. Etzkowitz, Henry, Carol Kemelgor and Brian Uzzi. 2000. Athena Unbound: The Advancement of Women in Science and Technology. Colorado: Westview Press. Farrell, Elizabeth F. 2002. “Engineering a Warmer Welcome for Female Students.” The Chronicle of Higher Education, February 22. Fausto-Sterling, A. 1991. “Race, Gender and Science.” Transformations 2: 4-12. Felder, R.M. et. al. 1993. “A Longitudinal study of Engineering Student performance and Retention. I. Success and Failure in the Introductory Course.” Journal of Engineering Education, 82(1):15-21. __________ 1995. “A Longitudinal Study of Engineering student Performance and Retention. III. Gender Differences in Student Performance and Attitudes.” Journal of Engineering Education 84(2):151-174. Ginorio, A.B. 1995. Warming the Climate for Women in Academic Science. Washington, D.C.: Association of American Colleges and Universities. Goodman, I. et. al. 2002. Final Report of The Women’s Experiences in College Engineering (WECE) Project. Cambridge, MA: Goodman Research Group, Inc. Hall, Roberta M. and Bernice Sandler, 1982. The Classroom Climate: A Chilly One for Women? Washington, D.C.: Association of American Colleges, Project on the Status and Education of Women. Haller, Cynthia R. et. al., 2000. “Dynamics of Peer Education in Cooperative Learning Workgroups.” Journal of Engineering Education 89 (3): 285-293. Hanson, Sandra L. 1996. Lost Talent: Women in the Sciences. Philadelphia: Temple University Press. Harding, S. 1991. Whose Science? Whose Knowledge? Thinking from Women’s Lives. Ithaca, NY: Cornell University Press. Hartman, Harriet. 2001. “A Gender Lens on Rowan University’s College of Engineering.” Paper presented at NAMEPA/WEPAN Annual Conference, Alexandria, VA, April. Hartman, Harriet & Moshe Hartman. 2001. “The Role of Self-Confidence in Undergraduate Engineering Education: Gender Differences at Rowan.” Paper presented at the American Sociological Association meetings, Anaheim, August. _____________, 2002. “Comparing Female and Male Experiences in the Rowan Undergraduate Engineering Program”. Proceedings of ICWES 12th Annual Conference, Ottawa, July. Hathaway, Russell S., Cinda-Sue Davis, Sally Sharp. 2000. “WISE-RP Rules: Increasing Women’s Retention in the Sciences.” Paper presented at the Annual Forum of the Association for Institutional Research, Cincinnati, May. Hauser, Robert and John Warren, 1996, Socioeconomic Indexes for Occupations: A Review, Update, and Critique. Madison, WI: Center for Demography and Ecology, University of Wisconsin-Madison, Working Paper No. 96-01. Henes, R., M. Bland, J. Darby, K. McDonald, 1995. “Improving the Academic Environment for Women Engineering Students through Faculty Workshops.” Journal of Engineering Education. January. Henwood, Flis. 1998. “Engineering Difference: Discourses on Gender, Sexuality and Work in a College of Technology.” Gender and Education 10(1): 35-50. References-289
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A GENDER LENS ON ROWAN UNIVERSITY
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EXECUTIVE SUMMARY BACKGROUND TO THE
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the program? In particular, how do
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various aspects of the program and
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However, the empowering effect of t
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with the delivery of lab work, team
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The perception of problems for wome
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• Have as high or higher academic
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These are important findings for an
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CHAPTER I-A INTRODUCTION The under-
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incorporate an inclusive pedagogica
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has specifically been advocated as
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affect intellectual identity and ac
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CLIMATE ISSUES DIFFICULT FOR WOMEN
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atmosphere separates students from
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successfully serve as a model for m
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uilt itself up into a full-fledged
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sensitive policy to sophomore year
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work together to continuously creat
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that students, in their exit interv
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presentations convincing to practic
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chapter on campus, which sponsors s
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academic year and their satisfactio
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Additional Information from Univers
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CHAPTER I-D THE ROWAN ENGINEERING S
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The rest of this chapter is based o
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TABLE ID-3 COHORT BY MAJOR (%’s)
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TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
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Academic Achievement The level of a
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TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
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London, 1992). Almost a third of th
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Parental occupations of male studen
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As we have mentioned above, about h
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All of the support items were recod
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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
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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
Page 239 and 240: expected women’s perception of pr
Page 241 and 242: (4) We also expected the perception
Page 243 and 244: I’ll get hired somewhere.” Whil
Page 245 and 246: Remember that Rowan students were a
Page 247 and 248: As standardized factor scores, the
Page 249 and 250: We also could analyze the perceptio
Page 251 and 252: TABLE IIG-5 PERCEPTION OF PROBLEMS
Page 253 and 254: TABLE IIG-7 CHANGE IN PERCEPTION OF
Page 255 and 256: presumably with an understanding th
Page 257 and 258: correlations of each of the factors
Page 259 and 260: the junior female students to perce
Page 261 and 262: CHANGE IN PERCEPTION OF PROBLEMS OV
Page 263 and 264: TABLE IIG-13 CHANGE IN PERCEPTION O
Page 265 and 266: Issue TABLE IIG-14 CHANGE IN PERCEP
Page 267 and 268: TABLE IIG-17 PERCEPTIONS OF PROBLEM
Page 269 and 270: CHAPTER II-H COMPARISONS TO OTHER S
Page 271 and 272: TABLE IIH-1 ENGINEERING SELF-CONFID
Page 273 and 274: Rowan females are also more involve
Page 275 and 276: TABLE IIH-3 PARTICIPATION IN SELECT
Page 277 and 278: females agreed or strongly agreed t
Page 279 and 280: males vs. 50.0% females); at Rowan,
Page 281 and 282: Purpose of the Study PART III SUMMA
Page 283 and 284: Evidence that Rowan’s Program is
Page 285 and 286: tend to be more satisfied with the
Page 287 and 288: It is important to note that having
Page 289: new program, many changes were inst
Page 293 and 294: Marchese, A. J., Schmalzel, J. L, M
Page 295 and 296: Tinto, V. 1993. Leaving College: Re
Page 297 and 298: ENGINEERING STUDENT SURVEY I Dear S
Page 299 and 300: Family Background 11.What was the h
Page 301 and 302: 29a. Did you ever have a female tea
Page 303 and 304: 40. The statements listed below hav
Page 305 and 306: Name__________________ Social Secur
Page 307 and 308: 7. During this academic year, how f
Page 309 and 310: 26. From your experience, engineeri
Page 311 and 312: 37. The statements listed below hav
Page 313 and 314: 1. Your background, how long at Row
Page 315: APPENDIX B ENGINEERING SELF-CONFIDE
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