Race, class and gender in engineering education: A quantitative investigation of first year enrollment

Research explanations for the disparity across both race and gender in engineering education has typically relied on a deficit model, whereby women and people of color lack the requisite knowledge or psychological characteristics that Whites and men have to become engineers in sufficient numbers. Instead of using a deficit model approach to explain gender and race disparity, in the three studies conducted for this dissertation, I approach gender and race disparity as the result of processes of segregation linked to the historic and on-going perpetuation of systemic sources of oppression in the United States. In the first study, I investigate the relationship between the odds ratios of women and men enrolled in first year US engineering programs and institutional characteristics. To do this, I employ linear regression to study data from the American Society of Engineering Education (ASEE) and the National Center for Education Statistics (NCES) to quantify relationships between odds ratios and institutional characteristics. Results of the linear regression models showed significant relationships between the cost of universities and university selectivity and the odds ratios of women choosing engineering. I theorize how the results could be related to the operation of occupational segregation in engineering, particularly how class-based markers have been historically used by women to overcome gender-based segregation in engineering. In the second study, I examine longitudinal patterns of race, gender, and intersectional combinations of race and gender in enrollments of students in first year engineering programs across the United States (US). Using enrollment data from the American Society of Engineering Education and California Post-Secondary Education Commission, I construct measures of segregation to study how trends in the disparity of students by race could be related to increases in public school segregation nationally over the past 25 years. I found that as public school segregation levels increased nationally, underrepresentation of Black and Hispanics and overrepresentation of White and Asian students has moved further toward the extremes in first year engineering programs compared to these groups’ shares of high school enrollment. I conclude that the study of public school segregation and its effect on racial disparity needs greater attention, as well as that the investigation I conducted serves as a beginning towards pushing back on deficit model explanations of race and gender disparity in engineering. In the third study, I return to the investigation of odds ratios and institutional characteristics, constructing odds ratios using ASEE and NCES data based on the odds of enrollment in first year engineering programs between Asian, Black, and Hispanic students compared to White students. I again quantify the relationships between odds ratios and institutional characteristics using linear regression models and discuss results using theory based in the perspective of occupational segregation. In this case, results were inconclusive leading me to conclude that other variables that I did not consider, such as the segregation levels of schools that students come from before enrollment, should be considered as I develop my own future study into the topic

Questioning Implicit Assumptions – Proactively Fostering Inclusion In Engineering Activity Design

Within discussions of inclusion work in engineering education, calls have been made to shift to a shared responsibility model where all are responsible for proactively fostering inclusive environments. In an academic setting, it is through pro-active design of learning activities that academics can pre-emptively meet the needs of diverse students such that they may feel included. This design work often relies on academics being educated or aware of what is inclusive or exclusive for different groups that have traditionally underrepresented identities and lived experiences. However, academics do not always possess this information. This workshop proposes an approach that asks academics to employ a process-based approach to consider what assumptions underpin the design of a real-life student-centered activity and seek information to challenge those assumptions. Participants will employ this approach as well as a suggested method for drawing on evidence-based practice to consider structural and design changes that may make the activity in question more inclusive

An Initial Exploration of the Perspectives and Experiences of Diverse Learners\u27 Acceptance of Online Educational Engineering Games as Learning Tools in the Classroom

This Work-In-Progress falls within the research category of study and, focuses on the experiences and perceptions of first- and second year engineering students when using an online engineering game that was designed to enhance understanding of statics concepts. Technology and online games are increasingly being used in engineering education to help students gain competencies in technical domains in the engineering field. Less is known about the way that these online games are designed and incorporated into the classroom environment and how these factors can ignite inequitable perspectives and experiences among engineering students. Also, little if any work that combines the TAM model and intersectionality of race and gender in engineering education has been done, though several studies have been modified to account for gender or race. This study expands upon the Technology Acceptance Model (TAM) by exploring perspectives of intersectional groups (defined as women of color who are engineering students). A Mixed Method Sequential Exploratory Research Design approach was used that extends the TAM model. Students were asked to play the engineering educational game, complete an open-ended questionnaire and then to participate in a focus group. Early findings suggest that while many students were open to learning to use the game and recommended inclusion of online engineering educational games as learning tools in classrooms, only a few indicated that they would use this tool to prepare for exams or technical job interviews. Some of the main themes identified in this study included unintended perpetuation of inequality through bias in favor of students who enjoyed competition-based learning and assessment of knowledge, and bias for students having prior experience in playing online games. Competition-based assessment related to presumed learning of course content enhanced student anxiety and feelings of intimidation and led to some students seeking to “game the game” versus learning the material, in efforts to achieve grade goals. Other students associated use of the game and the classroom weighted grading with intense stress that led them to prematurely stop the use of the engineering tool. Initial findings indicate that both game design and how technology is incorporated into the grading and testing of learning outcomes, influence student perceptions of the technology’s usefulness and ultimately the acceptance of the online game as a learning tool. Results also point to the need to explore how the crediting and assessment of students’ performance and learning gains in these types of games could yield inequitable experiences in these types of courses

Gender education at Chalmers: How, when and where?

Universities have for a long time tried to integrate gender and equality aspects into the education. In the engineering field, this has been done by including aspects of discrimination, segregation, bias and stereotypes into the education. This has not been easy: For many engineering teachers this is not seen as relevant since those are aspects that belong to the culture of engineering. For some it is not relevant because these are aspects that other professions should work on, for others because they do not believe there is anything to be done about the culture. This project takes a different perspective: Instead of working with stereotypes and bias, this project focuses on the gendered aspects of the subject areas of engineering education. The aim is to connect Gender & Technology studies with engineering education though action research, i.e. by incorporating new knowledge into engineering courses through STEM teachers.The project identified that since 2009, over 18 EU-projects have been funded focusing on gender equality within STEM fields and/or academia. Most examples of changes to curricula to include diversity or equality questions relate mostly to pedagogical dimensions, or adding awareness of the culture of engineering work. Only a small fraction of the examples of gender inclusion into engineering education involve changes made to the technical/engineering/scientific content of the curricula. The few examples of Gender & Technology research reaching engineering students that were found, were most often materialized through a sort of “add-on” to the education, similarly to Chalmers MTS-credits. This voids the regular education of gender issues, and there is high potential for further integration. Thus, one of the findings of the project is that Gender & Technology research have yet a long way to go to become included in curricula in Europe. Another finding is that gender stereotypes are still reproduced in many of the attempts to integrate gender into the education, and there is still much work do be done to counteract stereotypical gender roles

Engineering Instruction, Inclusion, and Comics: Reflections from a Student Illustrator and an Instructor

This paper presents the opportunity gap for comics in engineering education, through reflections from a team redesigning a mechanical engineering syllabi using illustrations. To increase a sense of belonging among diverse students, the authors of this paper propose a graphic narrative focused on the curriculum of the mechanical engineering department at a large public university in Western United States. We hope that this paper addresses the underutilized and largely missed opportunity to add engagement, better conceptual understanding, and improve inclusion in engineering classrooms through incorporating visual illustrations

Strategies to introduce gender perspective in Engineering studies: a proposal based on selfdiagnosis.

Gender inequality in STEM careers is a global problem and avoid bias in education can be a solution. This paper presents a framework for inclusion of gender perspective in engineering courses. The methodology followed in its design was divided into two phases: the developed of different educational innovation projects and a co-creation workshop. Several instruments have been created and validated, such as questionnaires, canvas model and rubrics. The framework includes elements such as the self-diagnosis and redefinition of curriculum, contents and practices, specific learning outcomes and gender and sex balanced methods and learning environments for equity

(Re)Defining Engineers’ Resilience: Part II Reflexive Accounts Of Doing Reflexive Thematic Analysis

This work accompanies another paper which describes interpretivist qualitative research that made use of data from semi-structured interviews pertaining to how engineering educators conceptualize resilience and support students in its development. In that work, we utilized reflexive thematic analysis (RTA) for several reasons. Firstly, it is considered a useful method for under-researched areas. Secondly, its flexibility allows for inductive and deductive theme generation. Finally, it is considered a reasonably accessible method which we believe is important when considering 1.) the varied audience of engineering education research (EER) and 2.) the relative lack of consensus as to acceptable theoretical frameworks or methodologies for use within the space. In taking this approach, and in acknowledging its flexibility, I consider what that means for the process. RTA is not accompanied by a distinct theoretical framework, meaning researchers must clearly communicate methodological decision-making. In situating myself as an interpreter of meaning I recognize the need to share the role I play in knowledge production. Finally, being relatively new to qualitative research, I wanted to document my struggles and capture ways my practice has developed. I, therefore, document my reflexive process in relation to the six-stage process proposed by Braun and Clarke

Differences between Male and Female Welding Students’ Tinkering Self-Efficacy

Welding, agricultural mechanics and blue-collar trades have traditionally been perceived to be reserved for males, yet many females in recent years have enrolled in training programs and have entered these careers (England, 2010). In previous research, females have indicated lower levels of tinkering self-efficacy and confidence in mechanics settings (Baker & Krause, 2007). This study examined difference between male and female welding student’s perceptions of welding technology, tinkering self-efficacy, and perceptions of learning welding technology. Students were engaged in designated tinkering activities throughout the semester to promote developing tinkering abilities. Activities included but were not limited to GMAW and SMAW break tests, amperage and wire feed speed tests, utilizing Torchmate CAD software, and soldering copper pipes. Students completed a pre-survey and post-survey for researchers to determine differences in their perceptions of welding technology, tinkering self-efficacy, and perceptions of learning welding technology throughout the semester. The female students consistently indicated lower levels of tinkering self-efficacy in the welding setting compared to their male counterparts. Neither the female nor male welding student’s tinkering self-efficacy increased throughout the semester. We recommend additional research to be conducted to determine the specific factors which increase or decrease an individual’s tinkering self-efficacy. We also recommend educators and industry professionals consider gender stereotypes and be aware that females entering welding careers may potentially have lower tinkering self-efficacy levels compared to their male counterparts

Authorship Trends Over the Past 30-Years in the Annals of Biomedical Engineering

In academia, manuscripts serve as an important component of career development. The past several years have seen heightened evaluation of the role of the gender gap in career advancement, as well as other bibliometric changes in publications. We therefore analyzed authorship and publication trends in the Annals of Biomedical Engineering over the past three decades (one complete year of manuscripts for each decade; 1986, 1996, 2006, and 2016). The variables analyzed were number of authors per manuscript, numerical position of the corresponding author, number of collaborating institutions and countries, number of references, and number of citations per manuscript. The gender of both the first and corresponding authors was identified and analyzed over time and by region. Globally, the percentage of female first and corresponding authors significantly increased from 0% in 1986 to 28.6% (p = 0.003) and 20.4% (p = 0.0009), respectively, in 2016. Although there were significant differences regarding female first and corresponding author over time, they did not vary by region of origin (p = 0.5 and 0.2, respectively). Overall, these findings highlight the improvements made and the challenges that still exist related to publishing within the bioengineering field