Women comprise over half of the total undergraduate population in the United States (National Center for Education Statistics, 2014), yet remain underrepresented in a number of science, technology, engineering, and mathematics (STEM) fields (National Science Foundation [NSF], 2014). Although women have steadily increased their representation in STEM fields like agricultural and biological sciences since the mid-1960s (NSF, 2015), women's share of bachelor's degrees in engineering peaked at 20% in 2000 (NSF, 2014). The lack of growth in women's engineering degree attainment continues despite initiatives to recruit and retain traditionally underrepresented students in engineering. The peer networks found in "STEM intervention programs" (SIPs)--supplemental programs offered by colleges and universities to attract, retain, and support traditionally underrepresented students--may serve as a critical source of social support and may encourage a sense of belonging for female students, including women of color who experience cultural incongruence in STEM (Tate & Linn, 2005). This study investigates how issues of climate in engineering may be mitigated through women's participation in SIPs, guided by the question: Does SIP participation have an impact on the way undergraduate women in engineering perceive and experience their departmental climate?