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1. A Qualitative Study of Undergraduate Women in Engineering Project Teams

   Liang, Grace J.; Evans, Rick; Asadollahipajouh, Mojdeh; Kulesza, Stacey E.; Glushko Evans, Anna (June 2023, In 2023 ASEE Annual Conference & Exposition. 2023)

   One intervention thought to foster women’s interest in engineering is introducing girls to STEM or engineering activities. The argument for this is that an increase in interest early in their lives will lead to more women pursuing a career in engineering. The focus of our research is women who are thriving as undergraduate student leaders in engineering project teams. We employ a multi-case study method that involves a sequence of semi-structured interviews. This paper speaks to the findings derived from the life history interview where participants describe their early lives and pre-college education. Our inductive thematic analysis of the data indicates that: (1) The women’s early familial influences allowed non-gender defined ways of being, doing, and aspiring for trying new things. (2) This re/definition of gender in relation to self is reinforced by their success in school and through their accomplishments in other extracurricular activities. Those activities were not confined or even heavily weighted toward STEM. (3) Not all of the women assumed leadership roles throughout their K-12 schooling. Nevertheless, what is common is that through academic and extracurricular engagements they developed confidence, a “can-do” attitude, and a rejection of viewing failures as defining indicators of their ability or potential. Their self-awareness, their confidence, and their persistence in the face of failure are critical because they later function as counter-narratives in the women’s encounters with sexism and other forms of marginalization when in engineering and their project teams. Finally, there is some evidence to suggest that encouraging young girls to involve themselves in STEM and/or engineering may be counterproductive. By unintentionally “pushing” these young girls into engineering, rather than “allowing them to choose for themselves,” we may be encouraging the adoption of masculinist gendered roles associated with engineering. 

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2. Engaging girls in learning engineering through building ubiquitous intelligent systems

   M. Yang, B. Tiwari (January 2022, Proc. IEEE Int’l Conf. Teaching, Assessment, and Learning (TALE))

   Women make up only 28% of the workforce in STEM fields. It’s important to engage more girls in learning STEM; however, girls’ interests in STEM careers keep declining. It is well studied that the lack of sense of belonging underlies gender differences in STEM differentiation and achievement. Researchers have found that secondary girls’ sense of belonging declines as they age. To enhance secondary female students’ interests and self-concept in computing and engineering fields, the UNLV ITEST project sets the focus on engaging Girls in Ubiquitous Intelligence and Computing (GUIC) through a constructivist learning environment. In the GUIC Summer Camp, 40 secondary female students will take three-week training courses in Arduino & Internet of Things and Robotics Design and conduct two-week engineering project development in tiered teams co-mentored by STEM teachers and college student mentors. Based on the active learning method, the training courses are designed with interactive lectures and hands-on labs/activities. The engineering projects in ubiquitous intelligent systems are designed to connect computing & engineering concepts with real-world problems. Project demo results and students’ feedbacks have confirmed the effectiveness of the project activities in enhancing female students’ interests and self-efficacy in learning engineering and STEM. The unique constructivist learning environment is helpful in improving female students’ sense of belonging in STEM. 

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3. Critical Consciousness of Gender Inequality: Considering the Viewpoints of Racially Diverse High School Girls with Engineering Aspirations

   https://doi.org/10.1177/07311214221112448  

   Riegle-Crumb, Catherine; Russo-Tait, Tatiane; Doerr, Katherine; Nguyen, Ursula (July 2022, Sociological Perspectives)

   This study utilizes interviews with 33 racially diverse high school girls who have expressed interest in engineering careers. Using the framework of critical consciousness and informed by intersectional theories, the authors examine their views about gender inequality in engineering. Results revealed that while most articulated systemic understandings of inequality, Black participants were particularly likely to exhibit this critical reflection. Yet many young women revealed a more emerging form of critical reflection, particularly Asian participants. Few respondents expressed critical self-efficacy, or confidence to challenge gender inequality in their future careers; such views were almost exclusively held by Black and Latinx respondents. In contrast, White respondents commonly invoked a “lean-in” self-efficacy to be successful navigating, but not challenging, the White male-dominated engineering workforce. Overall, we find clear evidence that young women’s racialized identities have implications not only for their understandings of gender inequality, but also for their motivation to disrupt it. 

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4. Caught in a Double Bind: Toward an Understanding of Undergraduate Women Engineers Early Experiences

   https://doi.org/10.1353/rhe.0.a960939  

   DeAngelo, Linda; Lewis, Danielle Vegas; Snowadzky, Morgen (May 2025, The Review of Higher Education)

   Women’s experiences in engineering are fraught with issues beyond their underrepresentation. Utilizing the concept of the double bind and intersectionality, this interpretive phenomenological study examined data from interviews with 32 first-year women undergraduate engineering students during their first few weeks of college to understand how women’s early experiences inform the ways they position themselves in engineering. We were concerned with how women’s self-understanding is inherently intertwined with how they make calculated moves based on contradictory messaging about their competence and suitability for engineering both prior to and early on in their college experience. We found that women engineering students of all races and ethnicities begin college already caught in a double bind that forces them to navigate conflicting social expectations, which are intensified and reified during their early college experiences as they face the entrenched gender expectations in engineering. For women of Color, the whiteness of the space uniquely heightened, differentiated, and situated their experiences. We conclude our discussion with implications that center equity in both experiences and outcomes 

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5. Implementing design thinking into summer camp experience for high school women in materials science and engineering.

   Tyler, K.; Johnson, N.; Krogstad, J.A. (June 2017, ASEE Annual Conference proceedings)

   Although women make up a significant portion of the college educated population, there remains a sizable gap between the number of men and women pursuing degrees and careers in science, technology, engineering and math (STEM) fields. This gender gap begins at middle school and widens considerably in the later high school years. One major factor for this gap is the lack of belonging women can feel towards engineering. As one approach to developing and improving this sense of belonging, we focused on improving students’ comprehension of engineering topics during a weeklong materials science and engineering summer camp for high school girls. We took a two-prong approach: a unifying paradigm and a design project. The purpose of this was to allow for transfer of learning throughout the week, allowing the students to build and showcase their own comprehension. The paradigm, the materials science tetrahedron, provided cohesion throughout an otherwise broad and seemingly disconnected field, while the design project allowed for the students to implement what they learned during the week in a group setting. This approach concomitantly enhances confidence and their sense of belonging within engineering. In this paper we highlight lessons learned from incorporating this approach into our program, including our perception of its effectiveness and feedback from the girls. The preliminary results from this work show that this summer camp is a unique and well-suited opportunity to study how comprehension can engender a sense of belonging amongst female students with the ultimate goal of closing the gender gap in engineering fields. 

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