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ERIC Number: EJ1057110
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-2153-2516
Examining Gender Inequality in a High School Engineering Course
Riegle-Crumb, Catherine; Moore, Chelsea
American Journal of Engineering Education, v4 n1 p55-66 2013
This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation; Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: DUE-0831811|AMD 010|5 R24 HD042849|5 T32 HD007081