Professional Documents
Culture Documents
BY
ETTA WHARTON
ETTA WHARTON CONSULTING
STEERING COMMITTEE:
SARAH SHORTREED, P.ENG., PROFESSIONAL ENGINEERS ONTARIO
JEAN SURRY, P.ENG., PROFESSIONAL ENGINEERS ONTARIO
MONIQUE FRIZE, P.ENG, NSERC ONTARIO CHAIR
ANN HOLMES, ONTARIO WOMEN'S DIRECTORATE
JANE LARIMER, ONTARIO WOMEN'S DIRECTORATE
CONTENTS
This report documents the first phase of that work. It reviews the literature and provides
an annotated bibliography and lists of resources for future reference. It also reports on
the findings of interviews with Deans, faculty and staff and focus groups of women
engineering students that took place in twelve of the thirteen engineering faculties in
Ontario.
Many universities have been or are involved in outreach programs to lower levels of
education aimed at encouraging girls to study science and engineering. Science or science
and engineering camps are the most structured and dependably funded of such initiatives,
though with a single exception, they are not directed exclusively at girls. There are a few
examples of funded positions, usually on a part-time basis, with responsibilities for
women in engineering issues but most such activities depend on volunteer efforts.
Many of the findings from the interview portion of the study are consistent with findings
by others described in the literature. A number that significantly inform the design of an
intervention framework for the Partnership and the specific recommended actions are
described and analyzed in detail in the report.
The findings point to the need for both long-term actions aimed at structural change and
shorter-term projects that can make an impact and fill identified gaps.
There is also variation among the various engineering disciplines. Chemical engineering
is the most popular option chosen by women and depending on the school, one-third to
one-half of all chemical engineering students are women. Environmental engineering,
whether as a separate discipline or as an option in a civil or other program, also tends to
attract a disproportionate number of women as do forms of engineering related to biology
and medicine. Mechanical, electrical, and computer-related disciplines attract a
disproportionately low number of women and enrollment in these disciplines can be 10%
or lower.
This relatively low level of enrollment of women in engineering is occurring at the same
time as the overall enrollment of women in all undergraduate university programs is
about 52% of the total. In addition all the other major professional faculties such as law,
medicine, dentistry, pharmacy, and business have largely achieved equity in enrollment
of women and men. In recent years the rate of increase of enrollment of women in
engineering seems to be leveling off. From 1999 to 2000 there was a drop in the percent
of women entering first year engineering at several Ontario universities.
In spite of the increases of the last twenty years Gadalla3 points out “that the likelihood
that a woman university student will major in engineering is still less than one fifth that
of a man”.
The tables in Appendix A show the engineering enrollment in Ontario universities for
1999 and 2000 and the enrollment of women. Most of these figures have been supplied
by the Council of Ontario Deans of Engineering (CODE).
3.0 PROCEDURES
3.1 HOW THE STUDY WAS CARRIED OUT
This phase consisted of two main threads. The first was to review current literature on
women in engineering and to identify resources available on the topic for use in
subsequent stages of the project. The second was to gather information about what was
happening in Ontario universities through site visits, interviews, and focus groups of
women engineering students. By examining the converging themes and issues that
emerged fairly clearly and consistently from these sources, I identified areas where
intervention would be useful and formulated recommendations for possible future action.
This literature review has been thorough and the works included are relevant to the
objectives of the project but it is not a complete documentation of all work on
women in engineering, especially historically. Such an endeavor was outside the
scope and time allotment of the project. For those using this review who want to
explore a specific topic in greater depth, it should be noted that many of the
annotated papers, particularly the scholarly ones, contain bibliographies of their own.
Over time materials and tools, including many videos, have been created and
used to support local programs aimed at encouraging girls to study science or
engineering and to provide role models. These can become dated or use of
them lapse as specific initiatives wind down. Appendix E includes a list of
I met with groups of women faculty members at Carleton, Queen's, the University of
Waterloo and the University of Western Ontario.
The following questions formed the basis of these interviews though not all were
applicable in every situation and the interview process was adapted accordingly.
1. Does the university have special programs aimed at recruiting, counseling and
retaining women into its engineering programs?
2. If so, what are they and what is your assessment of how useful and successful
they have been?
3. How are such programs managed and who is responsible for them?
5. From your experiences, are there other things that could and should be done
(either here, or more generally) that would help to increase the participation rate
of women in engineering programs?
7. Are there any continuing concerns about the climate for women in
engineering at the university level?
8. Are there issues with respect to the way engineering has been traditionally
taught that may affect the participation or outcomes for women in engineering?
2. Was your choice influenced by any people or events? What were they?
3. How did you select the engineering discipline that you are studying?
4. Did the number of women in the program and the university’s reputation on this issue
affect you choice of university?
5. Should universities be doing special recruitment and retention programs for women?
7. Do women have different needs than men in an engineering program? If so, what are
they?
4.0 FINDINGS
4.1 AN ISSUE OF COMPLEX INTERCONNECTIONS WHICH NEEDS LONG
TERM COMMITMENT TO CHANGE
Increasing the enrollment of women in engineering to the point of a sustainable “critical
mass” (usually defined as 35 - 40%) is a long-term societal change process that ultimately
requires not only initiatives and programs but also structural reform. The factors
influencing that enrollment result from history, societal norms, the traditional culture of
I recognize that the Partnership alone cannot address and resolve all the issues that
became evident during this study. However, I will document them in this report for the
record and to possibly guide future work.
Institutional Hard
commitment money
Structural
reform
Centre for
co-ordination of
resources and efforts
Formal coordination
of discrete projects
Department / School
based efforts
Informal
coordination
Individual Soft money
Isolated projects
commitment or volunteers
Figure 1
Model for the Evolution of Intervention Programs
Source: Chubin & Malcom, 1996
4
Chubin, D.E. & Malcom, S.M. (1996), Policies to Promote Women in Science. In C.-S. Davis, A.S.
Ginorio, C.S. Hollenshead, B.B. Lazarus, P.M. Rayman & Associates (Eds.), The equity equation:
Fostering the advancement of women in the sciences, mathematics, and engineering (pp. 1-28). San
Francisco: Jossey Bass.
The NSERC Chair concept addresses the next level to a degree. There is a “Centre” for
co-ordination but predominately it provides information and support rather than co-
ordination of regional resources and efforts. The NSERC Chairs conduct individual
projects and research as well. Looking up the sides of the triangle both hard money (at
least for a period of time) and institutional commitment are part of the NSERC Chair
initiative. Other examples of co-ordination include the PEO Future Engineers Initiative
which distributes about $20,000 annually to projects that “directly encourage women to
enter engineering careers”, money that goes almost exclusively to university groups. The
Canadian Engineering Memorial Foundation also has annual awards, the Engineering
Student Project Awards, for operational projects that encourage female high school
students to continue studies in math and science or demonstrate that engineering is a
viable career option for women.
Elsewhere most initiatives are mostly based on soft or short-term (even one-off) infusions
of small amounts of money, a lot of volunteer effort and the commitment of individuals.
At the broad bottom base of the triangle, a large number of individual projects have been
done or are being done by groups such as university liaison officers, women students and
engineering associations. Most projects are forms of outreach, trying to inform girls (or
students in general) about engineering, and showing it as an attractive course of study and
career for them. These do have a positive effect on enrollment. Focus group participants
specifically mentioned a number of such efforts as having influenced their decision to
study engineering. However, these initiatives are often dependent on volunteer efforts.
This means the initiatives wax and wane depending on the commitment and time of
individuals, particularly when these are students who move on after a few years. Many
mentoring programs are tried, live a while and then tend to fade away for this reason.
While volunteers can and do make an effective individual contribution to mentoring
programs, they cannot be expected to effectively plan, manage, and co-ordinate other
volunteers. See Anderson5 for an interesting perspective on this.
5
Anderson, I.J.T., College Caretaker: Female Engineering Students as Volunteer Recruiters, Presented at
the 8th CCWEST Conference, July 6-8, 2000. St. John's, Newfoundland.
As this data is quite recent, it has probably not been widely recognized as cause for
concern. Those who were involved in women in engineering issues expressed
disappointment on learning of the decrease in their faculty but had few explanations or
insights on what might have caused it. An increase in the total capacity in the last few
years, along with an increase in the absolute number of male students, is likely part of the
explanation. Data from one year does not necessarily indicate a trend but it is counter to
the two decades-long trend of increase and does support the concern of the Partnership
about stagnating enrollments.
Students leave the study of engineering for a variety of reasons; some academic and some
contextual. Although beyond the scope of this project, it would be useful to explore
whether there is a gender difference as to the reasons why students drop out of
engineering. There may be room for actions that decrease the dropout rate and thus
increase the number of women who are graduating as engineers.
In general, those interviewed had no sense of urgency to increase the number of women
in engineering per se as a way either of improving engineering or the engineering
capability of the country. Many people, including students, felt that the “women who
should be in engineering, are probably here” and that the numbers would increase
“naturally”, particularly if more attention were paid to pre-university education. This
view, which seems to predominate, is a good articulation of the argument that what needs
to be done for women is to ensure that they have equal access to opportunity. This
complacent attitude ignores or denies any need for systemic review or revision. Such
needs have been identified elsewhere and are documented in the literature. The papers by
Beder6, Rosser7, Tonso8, and Widnall9, among others, are useful to understanding
systemic discrimination as it applies to engineering education.
6
Beder, S., Towards a More Representative Engineering Education, International Journal of Applied
Engineering Education, Vol. 5. No. 2, 1989, pp.-173-183
7
Rosser, S.V., Female-Friendly Science - Including Women in Curricular Content and Pedagogy in
Science, The Journal of General Education, Vol. 41, No. 3, 1993 (pp. 191-220)
CODE is essentially a vehicle for exchange of information and not an action body.
However, it is the body representing the Deans and as such has an important contribution
to make.
8
Tonso, K.L., Violence(s) and Silence(s) in Engineering Classrooms, Advancing Women in Leadership
Journal, Vol.1, No.1, Spring 1997
9
Widnall, S., Digits of Pi: Barriers and Enablers for Women in Engineering, Presented at the S.E. Regional
Meeting of the National Academy of Engineering, Georgia Tech, April 26, 2000
4.4.4 A HOPEFUL MODEL FOR MATURE STUDENTS AND OTHERS LACKING THE
TRADITIONAL HIGH SCHOOL BACKGROUND
Although small, the Native Access Program for Engineering (NAPE) at Lakehead
University is a good example that demonstrates it is possible for women with checkered
or interrupted academic backgrounds to succeed in engineering, if given a chance to
make up needed courses in a supportive environment which builds self- confidence as
well as math and science skills.
Frize et al.14 have shown that even an event as short as a half day, if well designed, can
have an impact on the level of interest that girls show in science and engineering and in
their selection of school courses.
Although early intervention has become conventional wisdom, there is also solid
evidence that late intervention works. Discover Engineering at Ryerson is targeted at
girls in Grades 10 - 13. The effect on actual engineering enrollments, rather than just
positive experience or changing views about science, has been measured and is in the
range of 50-60% of participants. Rosati and Becker15 found that women make decisions
to study engineering much later than men do.
11
Frize, M., Impact of a Gender-Balanced Summer Engineering and Science Program on Future Course
and Career Choices, Presented at the WEPAN Conference, Seattle, Washington, July 1998.
12
MacDonald, T.L., Junior High Female Role Model Intervention Improves Science Persistence and
Attitudes in Girls Over Time, Presented at the 8th CCWEST Conference, July, 2000, St. John's,
Newfoundland.
13
Vickers, M.H., Ching, H.L., Dean, C.B. Do Science Promotion Programs Make a Difference, Society for
Canadian Women in Science and Technology, Proceedings, More Than Just Numbers Conference,
University of New Brunswick, May 1995.
14
Frize, M., Long, R., Moore S., Satterthwaite, G., Pinocchio's Nose, the Long and Short of it: A Special
Day for Grade 10 Female Students at Nortel, Presented at the 11th Canadian Conference on Engineering
Education, July 5-7, 1998, Dalhousie University, Halifax, N.S.
15
Rosati, P.A., Becker, L.M., Student Perspectives on Engineering, International Journal of Engineering
Education, Vol. 12, No. 4, 1997, pp. 250-256.
Most of the women engineering students in the focus groups said they had known very
little about what engineering was and what engineers do when they decided to study
engineering. Anderson18 also observed this. A surprising number said they still weren't
clear about what engineers really did in their work. This even included many with close
family members who were engineers. (Mature students and transfer students, a small
fraction of the total, were usually exceptions as they had often chosen engineering as a
result of focused career research actions.) When they had thought about it at all, many
had had typical stereotypes of engineering when young — images of bridges, trains, and
“nerds”. They were in engineering for a wide variety of reasons. These included parental
influence, encouragement by mentors, wanting something in science and math, interest in
a particular topic like the environment, active choice, default, or because they thought it
would offer a good and lucrative career or be a good foundation for many future,
including non-technical, careers.
They felt strongly that broadly disseminated information about what engineers really do
and how women engineers handle their careers in conjunction with other aspects of their
lives, particularly family, would encourage other young women to study engineering.
Many felt that women engineers were more likely to want to work on things that made a
16
Rosati, P.A., Surry, S., Female Perspectives of Engineering Education: A Qualitative Assessment,
Internation Journal of Engineering Education, Vol. 10, No. 2, 1994, pp. 164-170.
17
Tietjen, J.S., WIEP Report: Pilot Climate Survey Results, University of Colorado at Boulder, July 23,
1998.
18
Anderson, V., Identifying Special Advising Needs of Women Engineering Students, The Journal of
College Student Development, July-August, 1995.
More public information and education certainly seem needed. Engineering is competing
with many other fields which are considered to be more “friendly” to women and in
which the presence and power of women is greater and more visible. To address the
perception of girls and women about engineering, it is essential that their issues be dealt
with explicitly, and not lost in a nominally general, but in reality male-oriented, message.
Many reasons were given in the focus groups that help explain why the women chose or
didn't choose a specific discipline. Quite a number chose a discipline because of interest
and because they felt they were good at the subject. This is consistent with the findings in
Wallace et al. (1999) above, and is similar to the choices made by their male colleagues.
This reasoning influenced decisions about all disciplines.
However, many expressed the view that they never had the opportunity to study or do
hands-on work with electricity or mechanical devices and hadn't known what was
involved. Several faculty members felt that considerable exposure to chemistry in high
school was a factor in the high enrollment of women in chemical engineering. A number
of students agreed with this view. Several women from Quebec who had studied
electricity and circuits at CGEP, and were now studying electrical engineering, gave this
as an example of why they were comfortable doing so.
Queries about computer related disciplines elicited interesting responses. Women in these
disciplines said they found them interesting and felt they were good at what they were
doing. However, the predominant response about interest in computer related engineering
was highly negative. They all use computers but didn't want that use to dominate. They
19
Rosati, P., Graduation in Engineering Related to Personality Type and Gender. Women in Engineering
Division, ASEE Annual Conference Proceeding, Session 1691, 1999.
20
Lupart, J.L., Cannon, M.E., Gender Differences in Junior High School Students Towards Future Plans
and Career Choices, Presented at the 8th CCWEST Conference, July 6-8, 2000, St. John's, Newfoundland.
21
McDill, M., Mills, S., Henderson, Y., Tracking the Gender Barrier: A 1990's Follow-up Study, Presented
at the 8th CCWEST Conference, July 6-8,2000, St. John's, Newfoundland.
22
Wallace, J.E., Haines, V.A., Cannon, M.E., Academic Choices of Engineering Undergraduates, Final
Grant Report to Imperial Oil, University of Calgary, April, 1999.
A desire to work with others and to make things “better” was often mentioned as their
own motivation and as explanation for why women studied chemical, environmental,
biological and biomechanical engineering. In these programs they could see the
connection between their course of study and societal needs.
A number of students who went to high school in Ontario mentioned that even when
courses like design technology, mechanics, drafting or computer programming existed at
their high school, they were in the non-academic stream. These courses were seen as low
status and taking them was inconsistent with studying engineering in university as they
were not acceptable prerequisites.
In general, the women faculty I met are concerned about women in engineering and a
number have been active on either a personal or institutional basis. They report some
expectation that they will take on “women's issues” or participate in committees so that
membership will not be exclusively male. Because their numbers are small, they may be
asked to sit on a disproportionate number of committees to ensure there is representation
by women on each of them. Those who were the first (or one of the first) woman in their
faculty felt this pressure more. These activities added considerably to their workload,
23
Spertus, E., Why are There So Few Female Computer Scientists? MIT Artificial Intelligence Laboratory
Technical Report 1315, 1991.
24
Gilbride, K., Kennedy, D.M., Waalen, J., Azyno, M., Discover Engineering - A Strategy for Attracting
Women into Engineering. Proceedings, Canadian Society of Mechanical Engineers Forum. Annual
Conferece of the Society of Mechanical Engineers, Ryerson Polytechnic University, May 1998.
Modern theory and practices about organizational change relate an institution's allocation
of resources to a change program, both money and people, as indicative of the level of
commitment to the change. The approach to women in engineering issues in the United
States appears to recognize this. Over 100 American engineering schools now have
funded Women in Engineering programs managed by professional staff.
I was impressed by the small number of women I met who had come to engineering as
mature students, who had been technologists, and the Aboriginal women who were
studying engineering through the Native Access Program for Engineering at Lakehead,
none of whom had come directly from high school. Many women who have not taken the
traditional route could be excellent engineering students and engineers if appropriate
programs to support them existed. Sherriff and Binkley26 describes the PRIME program
in Manitoba, a recruitment and support program designed to encourage mature women
who are considering returning to school to enroll in science or engineering programs.
Making transfers from other university departments easier could also increase the number
of women engineering students. Engineering faculty in general didn't see other parts of
the university as a pool of potential engineering students. Because of the high level of
ignorance about engineering it is likely that many women with the prerequisites for
25
Hewitt, N.M., Seymour, E., Factors Contributing to High Attrition Rates Among Science And
Engineering Undergraduate Majors, Ethnography and Assessment Research Bureau of Sociological
Research, University of Colorado, Boulder, Colorado, April 26, 1991.
26
Sherriff, B.L., Binkley, L., The Irreconcilable Images of Women Science, and Engineering: A Manitoban
Program That is Shattering the Stereotypes, Journal of Women and Minorities in Science and engineering,
Vol. 3, pp. 21-36, 1997.
Many women in engineering expressed interest in other subjects and facilitating the
ability to do a “double degree” would likely make engineering an interesting option to
additional women. This seems to be confirmed by the higher than average levels of
enrollment of women in McMaster's five-year programs in Engineering in Society and
Engineering and Management.
Not surprisingly, these biases and behaviours don't abruptly stop at the pre-university
level. See Etzkowitz et al.28, Levenson29, and Spertus (1991), Tonso (1997) and Widnall
(2000) above for both personal reflection and scholarly work on subtle discrimination in
computer science and engineering classrooms at the university level.
Most of the faculty and students I interviewed did not identify or see engineering
educational practices as a source of possible barriers to women, though there was some
recognition that different learning styles needed to be accommodated. Those few who did
see problems had been very involved in, and were knowledgeable about, women's issues.
Pedagogy, curriculum, and behaviour in the classroom are generally perceived as neutral
or non-gendered practices. It must be noted that my sample of faculty is fairly small but,
as has been shown, such lack of recognition or acknowledgement is not unusual. Where a
culture is traditional and uniform, people often need to be taught to see how that culture
affects outsiders.
27
Advocates for Women in Science, Engineering and Mathematics, In Their Nature, Compelling Reasons
to Engage Girls in Science, Retrieved from the World Wide Web, September 22, 2000.
http://www.awsem.com/gnature.html
28
Etzkowitz, H., Kemelgor, C., Neuschatz, M., Ussi, B., Barriers to Women in Academic Science and
Engineering, in Who Will Do Science? Educating the Next Generation, ed. Pearson, W., Fechter, I.,
Baltimore Johns Hopskins University Press, 1994
29
Levenson, N.G., Educational Pipelines Issues for Women, Panel Presentation, CRA Snowbird meeting
on education pipeline issues for women, July 1990, Retrieved from the World Wide Web, October 10, 2000
http://www.ai.mit.edu/peope/ellens/Gender/pipeline.html
Beder (1998) above makes the point that traditional emphasis in engineering education on
strictly technical and theoretical sciences, with very little inclusion of engineering as a
social system, results in considerable uniformity in the type of person who studies
engineering. Students (including many women) with broader interests or a different range
of talents, who want to work with people, and who care about social relations are put off
engineering studies. Arguments of this sort should not be dismissed as peripheral to
engineering education issues. Senior corporate engineering managers, now more than
ever, are identifying such skills as essential. Although there is no specific mention of
impact or influence on women Heidebrecht et al.30, in their task force report for the
Canadian Academy of Engineering, call for broader engineering education. They
recommend that engineering education be relevant to social issues and that engineering
faculties participate in providing liberal education opportunities for all university
students.
Many of the women in the focus groups found a broader view of engineering personally
appealing, though they did not connect the difference between what they'd like and the
traditional engineering education they were experiencing as a possible form of barrier or
bias to women.
In discussion, a group of women faculty raised a related concern. They said there is a
dynamic tension in engineering education caused by articulations about the importance of
teamwork, which they termed “propaganda”, and the reality of a university culture which
does not really support teamwork, but builds and rewards individual “egos”.
There are few women undergraduates in engineering who will venture to admit to being
feminists or to express a feminist viewpoint about anything in a group situation. A few
times during the focus groups a woman tentatively identified an issue this way or gave an
example of how engineering culture was largely defined by men. This usually brought on
a vigorously defensive response by one or more other women who generally swayed the
group. What I observed was not so much intolerance of the other opinion but a need of
the women students to justify the path they'd taken. Even trivial examples of a bias to
male culture were swept away without reflection. The issue of wearing a dress to class
came up one time and the prevalent view was that women shouldn't wear a dress because
it confused “the guys” as to the role of the women students, i.e. as engineers rather than
women.
Engineering students are aware of sexual harassment: a few described incidents they had
experienced or observed during work terms or summer jobs. These students were
commiserated with but the incidents were dismissed by their peers as “out there”, or
belonging to another generation, not something that might be part of a continuum of
engineering culture.
This unconscious collusion is the most problematic area for possible intervention by the
Partnership. These women are smart, assertive, and have found a strategy that is working
for them. They are having a pretty good experience studying engineering. They don't feel
they are broken and in need of “fixing”.
31
Madden, M., Women Engineering Students Speak, University of Maine, August 17, 1999. Retrieved
from the World Wide Web, September 12, 2000.
http://www.eece.maine.edu/ecews/Women_Engineers_Summary.htm
32
Franklin, U.M., Looking Forward, Looking Back, Presented at the 'More than Just Numbers' Conference,
University of New Brunswick, Fredericton, N.B., May 10, 1995.
The Partnership can also contribute by choosing to act as a “centre” for coordination of
resources and efforts across the province in specific areas. There is also a role for the
Partnership to undertake some specific projects and create some products. This will
address the need for concrete actions in ways that will make a difference to individual
girls and women.
[T]he partnership could both jump-start the change and make a difference with a strategy
that combines shorter-term project initiatives and longer-term structural change
initiatives.
7.0 RECOMMENDATIONS
ENROLLMENT INFORMATION
YEAR 1 ENROLLMENT
Total 2000
Target Actual Sept. Actual Nov. 1 Undergrads
Laurentian 52 52
ENROLLMENT INFORMATION
PERCENTAGE OF WOMEN IN ENGINEERING FACULTIES
• Centre for Women’s Studies – OISE (Ontario Institute for Studies in Education)
http://www.oise.utoronto.ca/webstuff/departments/cwse1.html/
• Chair for Women in Science and Engineering – British Columbia and Yukon
SWIFT (Supporting Women in Information Technology)
http://taz.cs.ubc.ca/swift/
• Youth Engineering and Science (YES) –Virtual Adventures Camps Canada (VACC)
http://www.internaut.org/e/
• Women in Science and Engineering, Resources, The Bibliography of The Ada Project
(Seven pages)
http://www.cs.yale.edu/homes/tap/sci-women-refs.html
ANNOTATION OF PAPERS
STATISTICS
Frize, M., Heap, R., The Professional Education of Women Engineers in Ontario and
Quebec (1920-1999): Enrollment Patterns, Presented at the 8th CCWEST Conference,
July 6-8, 2000, St. John’s Newfoundland. Retrieved from the World Wide Web October
20, 2000. http://www.mun.ca/cwse/events_nfnt.html
The first part of a larger study to examine the connections between the
structural and cultural dimensions of education and the gendering of the
engineering profession, this paper examines enrollment levels and degrees
granted by gender for five historically defined periods from 1924 to 1999.
The most complete data comes from the University of Toronto but later
data includes that of the Ecole Polytechnic and Canada overall.
Interestingly the years of the Second World War which saw tremendous
participation of women in the industrial workforce did not see equivalent
growth of women studying engineering though the rate of men studying
engineering continued to increase significantly. Two significant periods of
growth in the enrollment of women emerge, one in the late 1970’s and
1980’s in a climate of an active women’s movement, policy and legal
changes regarding the status of women and an even more rapid increase
after the 1989 Montreal Massacre.
Matsui, H.S., Where are the Women? A Benchmark Study of Women in High-
Technology Fields in Science and Technology in British Columbia, Presented at the 8th
CCWEST Conference, July 6-8, 2000, St. John’s, Newfoundland. Retrieved from the
World Wide Web, October 20, 2000. http://www.mun.ca/cwse/events_nfnt.html
ANNOTATION OF PAPERS
POLICY ISSUES
Engle, S., Bringing Diversity to Engineering, ASME Board on Minorities and Women.
Retrieved from the World Wide Web, October 6, 2000.
http://www.asme.org/mechanicaladvantage/diversity.htm
Franklin, U.M., Looking Forward, Looking Back, Presented at the ‘More than Just
Numbers’ Conference, University of New Brunswick, Fredericton, New Brunswick, May
10, 1995. Retrieved from the World Wide Web, September 29, 2000.
http://www.ccwest.org/english/word/looking_speech.html
In this speech Dr. Franklin describes initiatives that have improved the
climate for women in engineering education but argues that these are case-
specific and not adequate. She argues for systemic changes that will make
engineering fit for women, rather than women fit for engineering. The first
approach has helped women become acculturated into engineering but
does not allow for valuing of women’s behaviors, values or skills when
they are different from those traditionally favored in engineering. She
gives some interesting examples of how traditional concepts such as ‘rank’
can be perceived differently from a male and female perspective. She calls
on women to be careful about the language they use so as not to perpetuate
the use of patriarchal metaphors particularly those connected to violence
and to remember feminism and their solidarity with other women. Her
views are as relevant today as when she articulated them.
Frize, M., Managing Diversity, Presented at the More Than Just Numbers Conference,
Vancouver B.C. 1998. Retrieved from the World Wide Web, June 27, 2000.
http://www.carleton.ca/wise/mtjn98pap.html
Frize, M., Women Scientist and Engineers in the Academy, Paper presented at the
Colloquium on Women in the Academy, May 26, 2000, University of Alberta.
This paper examines barriers at various levels of the education system and
how they accumulate to eventually affect the number of women faculty in
Engineering schools. Solutions are suggested at each level and a number
of initiatives directed explicitly at increasing the number of women faculty
from the U.S., Canada, and a number of European countries are described.
Frize, M., Deschenes, C., Cannon, Williams, Klawe, M., A Unique National Project to
Increase the Participation of Women in Science and Engineering (CWSE/Canada),
Presented at the Engineering Foundation conference on Women in Engineering, Mont
Tremblant, Quebec, July 14-18, 1998.
The history and rationale behind the creation of the five Canadian
regional NSERC Chairs in Women in Science and Engineering is
described. Biographies and research interests of the Chair holders are
included. The paper outlines the activities and strategies common to all
five Chairs as well as describing the specific interests, programs and
research of each individual Chair. Evaluation of the performance of the
regional Chairs is due in 2002 with the possibility of a subsequent 5-year
extension of their positions.
Frize, M., McGinn-Giberson, J., Breaking the Glass Ceiling in Engineering Education:
The Next Challenges. Version of a brief sent to the UNESCO Task Force on Education
for the Twenty-First Century, ‘The Delors Commission’, Retrieved from the World Wide
Web, June 26, 2000. http://www.carleton.ca/wise/webmtjn95/BREAKING.html
A concise brief outlining issues and proposed solutions directed at the pre-
university level and the university level, including climate, culture,
curriculum and teaching styles.
Goodell, J.E., Increasing the Enrollment, Retention and Success of Female Students in
Non-Traditional Areas: What strategies can we use to involve staff in developing a more
gender-and culturally-inclusive educational environment? The Proceedings of the 7th
Annual Teaching Learning Forum, The University of Western Australia, February 4-5,
1998. Retrieved from the World Wide Web, September 5, 2000.
http://cleo.murdoch.edu.au/pubs/tlf/tlf98/contents.html
The Commission spent over a year examining the barriers that exist for
women, minorities and persons with disabilities at different states of the
science, engineering and technology pipeline. This included a
comprehensive review of data, past reports and new research. It also heard
testimony from a wide range of experts, advocates, educators and
executives. Recommendations include aggressive, focused intervention
efforts at a number of points in the educational pipeline and expanded
financial investment in support of under-represented groups in SET higher
education, including institutions that have traditionally served these
groups. It also recommends employer accountability for career
development and advancement and a creation of a body to co-ordinate
efforts to transform the image of SET professions and their practitioners to
be inclusive of the under-represented groups.
Lane, N., Remarks of the Honorable Neal Lane, Assistant to the President for Science
and Technology to the Summit on Women in Engineering, May 18, 1999, Washington,
D.C. Retrieved from the World Wide Web, September 9, 2000.
http://www.whitehouse.gov/WH/EOP/OSTP/html/998_27_2.html
This speech contains the expected political rhetoric but it does illustrate
that women in engineering issues receive some degree of national policy
attention in the U.S. It also describes information on some interesting
educational initiatives including a pilot program in partnership of local
school boards and businesses to recruit and hire math, science and
technology teachers and provide them with a year-long salary for at least
four years. Business guarantees summer employment for the teacher and
supports development of teaching methods that incorporate real-world
experience.
Martinson, K.M., Wolfe, D.A., Diversity in the Engineering Profession, Presented at the
8th CCWEST Conference, July 6-8, 2000, St. John’s Newfoundland. Retrieved from the
World Wide Web October 20, 2000. http://www.mun.ca/cwse/events_nfnt.html
This paper has two distinct parts. The first reports on the development of
draft policy statements on diversity for the Canadian Council of
Professional Engineers. These deal with representation in governance,
participation and inclusion in activities promoting engineering to students,
public awareness and issues related to retention in the workplace. The next
step will be the development of a policy implementation plan. A number
of potential programs are identified. The second part of this paper presents
demographic data from recent studies and surveys undertaken by the
Canadian Engineering Resources Board, including enrollments by gender
in undergraduate and graduate programs. Graduate enrollment statistics by
discipline are provided.
Report of the Task Force on Women in the Sciences and Engineering to the Natural
Sciences and Engineering Research Council, 1996. Retrieved from the World Wide
Web, September 12, 2000. http://www.nserc.ca/pubs/wochap2.htm
Williams, M.F., CWSE Strategy for the New Millenium, Adapted from an address to the
CCWEST Conference, Vancouver, B.C., May 22, 1998. Retrieved from the World Wide
Web, September 29, 2000. http://www.mun.ca/cwse/millenium.html
The author holds the NSERC Chair for Women in Science and
Engineering for Atlantic Canada. This paper urges members of CCWEST,
a coalition working on issues of women in science, engineering and
technology, to take on leadership roles because of their presence coast to
coast, their connection to influence spheres and their ability to work with a
common strategy. Her vision is a participation rate at all levels greater
than or equal to 33%. The strategy recommended is based on individual
leadership to convey a message that science and engineering are exciting
careers for women along with ongoing institutional change to remove
roadblocks. She describes an influence map affecting the target audiences
and offers the strategy for the Atlantic Region Chair as a reference point
for the development of a national strategy.
Women in Engineering: More than Just Numbers, Conference Proceedings, May 21-23,
1991, Fredericton, N.B.,
More than Just Numbers, Report of the Canadian Committee on Women in Engineering,
April 1992. , Retrieved from the World Wide Web, December 12, 2000.
http://www.carleton.ca/wise/first.htm
More Than Just Numbers, 1995 Women in Engineering Conference, May 10-12, 1995,
Fredericton, N.B., Papers and Initiatives., Retrieved from the World Wide Web,
December 12, 2000. http://www.carleton.ca/wise/first.htm
These papers and conference proceedings are part of the history of policy
initiatives on the subject of women in engineering in Canada over the last
decade. In each, recommendations are made for each of the sectors,
elementary and high school, universities, professional organizations,
workplaces, etc. where change is necessary. The last mentioned reference
ANNOTATION OF PAPERS
Frize, M., Long, R., Moore, S., Satterthwaite, G., Pinnocchio's Nose, the Long and Short
of it: A Special Day for Grade 10 Female Students at Nortel., Presented at the 11th
Canadian Conference on Engineering Education, July 5-7, 1998, Dalhousie University,
Halifax, N.S., Retrieved from the World Wide Web, January 9, 2001.
http://www.carleton.ca/wise/c2e298.pap.htm
In Their Nature, Compelling Reasons to Engage Girls in Science., Retrieved from the
World Wide Web, September 22, 2000. http://www.awsem.com/gnature.html
A good summary of the biases girls face during primary and secondary
education that inhibit them from pursuing careers in science and
engineering. The statements are backed up from cited research and the
paper contains a good bibliography. After identifying the issues, it
recommends a number of interventions that can bridge the gender gap,
Lupart, J.L., Cannon, M.E. (2000), Gender Differences in Junior High School Students
Towards Future Plans and Career Choices. Presented at the CCWEST Conference for the
Advancement of Women in Engineering, Science and Technology, St. John’s,
Newfoundland, July 6-8, 2000.
McDill, M., Mills, S., Henderson, Y., Tracking the Gender Barrier: A 1990’s Follow-up
Study., Presented at the 8th CCWEST Conference, July 6-8, 2000, St. John’s
Newfoundland. Retrieved from the World Wide Web October 20, 2000.
http://www.mun.ca/cwse/events_nfnt.html
McMurdy, D., Gender And The Numbers: Women Still Shy Away From Math And
Science. Special Report: Measuring Excellence) Full Text Source: Maclean’s, Nov. 9,
1992 v.105 n45 p.64. Retrieved September 11, 2000 from the World Wide Web.
http://www.maryflanagan.com/josie/articles/archive/gender/htm
A popular look at issues affecting the attitudes of girls towards math and
science and their lower enrollment in engineering programs. The article
discusses the effects of teaching and the poor quality of math teaching in
the lower grades. It also addresses stereotypes of engineers and the way
that affects prospective female students especially as compared with
stereotypes of other professions as ones that help people. It is fairly
thorough with quotes from a number of Canadian experts and women
engineers who have been and continue to be doing work on the subject.
Sherriff, B.L., Binkley, L., The Irreconcilable Images Of Women, Science And
Engineering: A Manitoban Program That Is Shattering The Stereotypes. Journal of
Women and Minorities in Science and Engineering, Vol. # pp. 21-36, 1997.
The first part of this paper is a survey of work on image and culture as
they affect girls’ perception of their mathematical and scientific abilities
and interests and their learning and career choices. This is a thorough re-
iteration of issues and includes an extensive bibliography. The second part
describes two Manitoba programs. Access WISE uses women engineering
students to make presentations on science and engineering to students
from grades 3 to 12. Interesting aspects include paying the presenters for
their work and using presenters from a wide variety of ethnic backgrounds
with some efforts to match that to the backgrounds of the audiences.
PRIME Access is an unusual program as it focuses on mature women
returning to university.
Vickers, M.H., Ching, H.L., Dean, C.B., Do Science Promotion Programs Make a
Difference, Society for Canadian Women in Science and Technology, Proceedings, More
Than Just Numbers Conference, University of New Brunswick.
ANNOTATION OF PAPERS
RECRUITMENT PROGRAMS
Armour, N., The Hypatia Project: Promoting Nova Scotia Women in Science and
Technology, Presented at the 8th CCWEST Conference, July 6-8, 2000, St. John’s,
Newfoundland. Retrieved from the World Wide Web, October 20, 2000.
http://mun.ca/cwse/events_nfnt.html
Ball, D., Onoral, B., Schadler, L., GOES (Girls’ Opportunities in Engineering and
Sciences) Model Project NSF #HRD9453683 – Progress Report, 1995. Retrieved from
the World Wide Web, September 25, 2000.
http://www.ece.drexel.edu/wie/projects/goes/progressreport/progressreport.html
Gilbride, K.A., Gudz, N.A., Outreach Programs for Young Women in High School,
Presented at the 8th CCWEST Conference, July 6-8, 2000, St. John’s, Newfoundland.
Retrieved from the World Wide Web, October 20, 2000.
http://www.mun.ca/cwse/events_nfnt.html
Gilbride, K., Kennedy, D., Waalen, J., Zywno, M. Discover Engineering – A Strategy for
Attracting Women into Engineering. Proceedings, Canadian Society of Mechanical
Engineers Forum, Annual Conference of the Society of Mechanical Engineers, Ryerson
Polytechnic University, May 1998. Available from the authors, Ryerson Polytechnic
University.
A number of papers have been written about this camp as a strategy for
recruiting women into engineering. There is some repetition here about
program specifics, but the value lies in the data extracting from the
evaluation surveys and follow-ups conducted with participants in the years
following their camp experience. This paper gives data on the impact of
various influences on decisions regarding school and career and their
exposure to certain negative attitudes about women and science.
Hiscocks, P.D., Zywno, M.S., Discover Engineering Summer Camp for High School
Girls at Ryerson Polytechnic University – A Recruitment Strategy that Works. Retrieved
from the World Wide Web September 5, 2000.
http://www.ccwest.org/english/word/Ryerson_conf_pap.html
MacDonald, T.L., Junior High Female Role Model Intervention Improves Science
Persistence and Attitudes in Girls Over Time, Presented at the 8 TH CCWEST Conference,
July 6-8, 2000, St. John’s, Newfoundland. Retrieved from the World Wide Web.
http://www.mun.ca/cwse/events_nfnt.html
Waxer, C., Electrical Engineering Fails to Snare Wired Women, The Globe and Mail,
August 19, 1999. Retrieved from the World Wide Web.
http://www.ee.ryerson.ca:8080?
~womeng/wiec/news/trailblazers/Globe_Mail/globe_08_99.htlm
ANNOTATION OF PAPERS
Brainard, S.G., Metz, S.S., Gillmore, G.M., WEPAN Pilot Climate Survey, Exploring the
Environment for Undergraduate Engineering Students. Retrieved from the World Wide
Web, Nov. 14, 2000. http://wepan.org/climate.html
Dyck, L.E., Stages in the Path to Equity for Women Faculty in Science Departments,
Presented at the 7th CCWEST Conference, Vancouver, B.C., May 21-23, 1998. Retrieved
from the World Wide Web, September 29, 2000.
http://www.ccwest.org/english/word/Lillian_Dyck_conf_paper.html
Etzkowitz, H., Kemelgor, C., Neuschatz, M., Ussi, B., Barriers to Women in Academic
Science and Engineering, in Who Will Do Science? Educating the Next Generation, ed.
Pearson, W., Fechter, I., Baltimore Johns Hopkins University Press, 1994. Retrieved
from the World Wide Web, September 29, 2000.
http://www.ai.mit.edu/people/ellens/Gender?EKNU.html
Hewitt, N.M., Seymour, E., Factors Contributing to High Attrition Rates Among Science
and Engineering undergraduate Majors, Ethnography and Assessment Research Bureau
of Sociological Research, University of Colorado, Boulder, Colorado, April 26, 1991,
Abstracted by The Online Ethics Center, Retrieved from the World Wide Web, June 26,
2000. http://www.onlineethics.org/ecsel/abstracts/attrition-women.html
This study found that although women tended to begin science and
engineering studies on an equal, if not elevated, footing compared to men,
they encountered more problems than their male counterparts during the
course of their studies. Women were particularly concerned about the
approachability of faculty and the quality of their interactions with faculty
from a learning and support perspective. Women rarely reported overt
sexism but were concerned about subtle messages that made them feel that
they were outsiders in a male-dominated culture. Structural features of
science and engineering culture that tended to discriminate against women
Levenson, N.G., Educational Pipeline Issues for Women, Panel Presentation CRA
Snowbird meeting on educational pipeline issues for women, July 1990. Retrieved from
the World Wide Web, October 10, 2000.
http://www.ai.mit.edu/people/ellens/Gender/pipeline.html
Madden M., Women Engineering Students Speak, University of Maine, August 17, 1999.
Retrieved from the World Wide Web, September 12, 2000.
http://www.eece.maine.edu/ecews/Women_Engineers_Summary.htm
McDill, J.M.J., Frize, M., Students in Crisis, paper presented at the WEPAN98
Conference. Received through private correspondence from the authors.
Munshi, A., Identifying the Gaps: Improving Engineering Programs for Undergraduate
Women Engineering Students, 1999. Retrieved from the World Wide Web, September 5,
2000. http://www.math.mcmaster.ca/~projects/alpna.html
Spertus, E., Why are There so Few Female Computer Scientists?, MIT Artificial
Intelligence Laboratory Technical Report 1315, 1991. Retrieved from the World Wide
Web September 11, 2000. http://www.ai.mit.edu.people/ellens/Gender/pap/pap.html
This long and thorough paper looks at a number of gender issue factors as
they relate specifically to computer science and computer engineering
education, the academy and the workplace. Among the topics examined
are stereotyping, the masculine environment, gender in language, and
problems with solutions. It also makes a number of recommendations and
conclusions. A very extensive bibliography is included. The value of this
paper comes not only from its systematic treatment of the subject but from
the wealth of examples, all from computer science and engineering
situations, used to illustrate the points. These examples either come from
previous research or were gathered by the author in the course of this
work. The examples provide real-life illustrations of many of the more
subtle forms of exclusion and different treatment. Professors of computer
science and engineering will find ample content for personal reflection and
the examples would be useful in gender-issue discussions and classes.
This is a very readable paper.
Tietjen, J.S., WIEP Report: Pilot Climate Survey Results, University of Colorado at
Boulder, July, 23, 1998. Retrieved from the World Wide Web, September 29, 2000.
http:/www.colorado.edu/engineering/WIEP/reports/climate.htm
ANNOTATION OF PAPERS
Anderson, I.J.T., If the Pipeline is Leaking, Must the Leak be Plugged? Issues in Attrition
From Engineering Education, Presented at CCWEST (Canadian Coalition of Women in
Engineering, Science and Technology), 1998. Retrieved from the World Wide Web,
September 29, 2000. http://www.ccwest.org/english/word/Anderson_conf_paper.html
Results of interviews with men and women who left engineering for other
studies at the University of Saskatchewan. Although the number of
students in the study is small, some interesting gender differences were
noted. Men were more likely than women to continue their studies within
the area of math and science. Women displayed more diversity in their
subsequent choices. Some students, especially women, found the
engineering culture uncomfortable. The paper also includes a passionate
plea and rationale for replacing ‘the leaky pipeline’ metaphor with a more
positive one, calling it elitist, arrogant and sexist.
Felder, R., Felder G., Mauncey, M., Harmrin C., Dietz, J., A Longitudinal Study of
Engineering Student Performance and Retention: Gender Differences in Student
Performance and Attitudes, Journal of Engineering Education. April 1995 pp.151-163.
Abstracted by the Online Ethics Center. Retrieved from the World Wide September 26,
2000. http://onlineethics.org/ecsel/abstracts/genderdif.html?mode=text
The approaches of men and women to their course work and how they
dealt with academic difficulty were compared. Women tended to
underestimate their abilities and their expectations decreased with time.
Another finding that men externalized their difficulties and women
internalized them with some interesting implications for the reactions of
students to group work in mixed gender groups. They also found that
women were more likely to switch out of (chemical) engineering in spite
of good academic standing.
Himmelman, J., Marks. T., Knowles, P., Epp, J., Retention Rates of (Women) Canada
Scholars in Science and Engineering at Lakehead University. Report Submitted to
Senate, January 24, 1994. Retrieved from the World Wide Web September 12, 2000
http://www.lakeheadu.ca/~lusec/minutes/s94-0105.htm
Focus groups were held to gather information about why women Canada
Scholars at Lakehead University were losing their scholarships at a rate
greater than the national average. A number of issues related to stress,
workload, ‘chilly climate’, insufficient support groups and transition shock
were identified. Some of these seemed directly related to learning style
and environment preferences of women and might be considered a
systemic barrier. The report includes recommendations for change.
Rosati, P., Graduation in Engineering Related to Personality Type and Gender. Women
in Engineering Division, ASEE Annual Conference Proceeding, Session 1691 (CD
ROM), 1999.
The sample size of this survey of first-year engineering students was too
small to allow for the application of tests of statistical significance.
However, qualitative analysis of the responses to open-ended questions
about the experience and program showed some interesting similarities
and differences between the responses of women and men students.
Among the most striking differences is one identifying the high degree of
influence by parents and teachers on the women’s decision to study
engineering compared to men. . Women were also more likely to
internalize difficulties they were having than men who tended to attribute
external reasons for their concerns. Issues related to overt sexism were of
equally little concern to both men and women.
ANNOTATION OF PAPERS
Anderson, V., Identifying Special Advising Needs of Women Engineering Students, The
Journal of College Student Development, July.August 1995. Abstracted by the Online
Ethics Center. , Retrieved from the World Wide Web, September 26, 2000.
http://onlineethics.org/ecsel/abstracts/academenv2.html?mode=text
Armour, M., Madill, H.M., Ciccocioppo, A., Stewin, L.L., Montgomerie, T.C.,
Fitzsimmons, G.W., It’s All About Retention, Presented at the 8th CCWEST Conference,
July 6-8, 2000, St. John’s Newfoundland. Retrieved from the World Wide Web, October
20, 2000. http://www.mun.ca/cwse/events.nfnt.html
Brainard, S.G., A Curriculum for Training Mentors and Mentees., Retrieved from the
World Wide Web, September 29, 2000. http://www.wepan.org/mentoring.html
Henes, R., Bland, M.M., Darby, J., McDonald, K., Improving the Academic Environment
for Women Engineering Students through Faculty Workshops, The Journal of
Engineering Education, January 1995. Abstracted by the Online Ethics Center.
Retrieved from the World Wide Web, September 26, 2000.
http://onlineethics.org/ecsel.abstracts/academenv.html?mode=text
Hewitt, N.M., Seymour E., Factors Contributing to High Attrition Rates Among Science
and Engineering Undergraduate Majors, Ethnography and Assessment Research Bureau
of Sociological Research, University of Colorado, Boulder, Colorado, April 26, 1991.
Retrieved from the World Wide Web, September 26, 2000
http://onlinethics.org/ecsel/abstracts/attrition-info.html?mode=text
This paper examines the similarities and differences between students who
switch out of science and engineering majors and those who remain. It
includes a section on ‘The Problems of Women in Science, Mathematics,
and Engineering’ and one on ‘Persistence Strategies’ as well as quotes
from students illustrating the findings. Those who switched and those
who did not were not very different in character or ability. They suffered
from many of the same problems but those who persisted were more likely
to use a variety of strategies to handle these problems. It also finds, as
have others, that though women tend to begin on an equal and often higher
footing than men in these courses, they encountered more problems during
the course of their studies. This paper offers some valuable insights to
those concerned with retention of women as it identifies how they define
problems related to teaching and support by professors.
ANNOTATION OF PAPERS
Brush, S.G., Women in Science and Engineering, American Scientist, Vol. 79, 1991 (404
– 419), Abstracted by the Online Ethics Center. , Retrieved from the World Wide Web,
September 26, 2000.
http://onlinethics.org/ecsel/abstracts/women-AmSci.html?mode=text
After a steady rise from 1960 to 1980 the number of women earning
science and engineering degrees unexpectedly reached a plateau in the
U.S. This paper looks at such reasons as stereotypes of scientists and
engineers, popular articles that state or imply women are inferior to men in
cognitive abilities needed for success in science, bias in the SAT which
underpredicts the performance of women compared to that of men,
inappropriate teachings methods, and sexism among others. A number of
remedies are suggested.
Hwu, J., Changing the Image of Engineers in America, IEEE, The Institute, Women in
Engineering, July 2000. Retrieved from the World Wide Web, September 25, 2000.
Http://www.institute.ieee.org/INST/jul2000/women.html
The author makes a case that social fitness is much emphasized in the
Western educational system and this causes youth to be overly conscious
of gender roles. She also feels that women are more concerned about what
people think about them and this coupled with a poor image of
engineering are factors which affect the number of women who choose to
study engineering. Hwu also mentions the status of engineering compared
to other professions and the difference accorded to engineering in the
West and in Asia where she was educated.
Lupart, J.L., Barva, C., Cannon, M.E., What Happens When Girls, Gifted in Science,
Grow Up? Presented at the CCWEST Conference for the Advancement of Women in
Engineering, Science and Technology, St. John’s Newfoundland, July 6 – 8, 2000.
This paper reports on the results of a study of male and female subjects
who were applicants and participants of the Shad Valley program for high
achieving high school students. A number of issues were explored
including categories of achievement, perception of how math/science
ability impacts participants’ lives, social influences, life satisfaction and
exciting/regretful experiences. A comparison of the responses of younger
and older women subjects was also made. A major objective of this study
is to avoid conventional deficit models of comparing male/female
achievements by using a model (Eccles) which focuses on the importance
of subjective task value in making achievement-related choices. The paper
notes a number of statistically different findings between men and women
and also between the younger and older women in the study.
Peters, M., Chisholm, P., Laeng, B., Spatial Ability, Student Gender, and Academic
Performance, Journal of Engineering Education, Vol. 84, No. 1, January, 1995.
Research was undertaken to test the spatial ability of male and female
engineering students using a standard test (Mental Rotation Test). Sex
differences favoring males on the test were observed, though there were
Rayman, P., Brett, B., Women Science Majors: What Makes A Difference in Persistence
after Graduation?, The Journal of Higher Education, July/August, 1995. Abstracted by
the Online Ethics Center. Retrieved from the World Wide Web, September 29, 2000.
http://onlineethics.org.ecsel/abstracts/academenv3.html?mode=text
This study tracks 369 women who graduated from a leading women’s
college with majors in science or mathematics. It does not include those
in the medical/health professions. It compares those who left the sciences
after graduation, those who switched to another occupation and those who
remained in the sciences. A number of independent variables were
examined including major, family characteristics, parental encouragement,
advising, etc. The study found that those who stayed in science fields
were the group most likely to have received encouragement by both their
college teaches and their parents, especially their mothers, to pursue a
career in science. Majors in chemistry or computer science were also
found to be more likely to continue on in the sciences. This study did not
include engineers.
The author identifies a series of six stages describing the role and presence
of women in science and their impact on how science is done.
Understanding these stages should underpin a new format for curriculum
content and teaching techniques to 1) alleviate an expected dearth of
scientists by making science attractive to women and others previously
excluded, and 2) to improve science. Useful descriptions of the stages
with examples are helpful in raising consciousness and understanding of
what systemic discrimination is and what it means in the realm of science.
Williams, F.M., Access and Merit: A Debate on Encouraging Women in Science and
Engineering, Presented at the 8th CCWEST Conference, July 6-8, 2000, St. John’s
Newfoundland. Retrieved from the World Wide Web, October 20, 2000.
http://www.mun.ca/cwse/events_nfnt.html
VIDEOS
CAREER INFORMATION FOR GIRLS AND YOUNG WOMEN
Career Encounters: Women in Engineering. Available from WEPAN (Women in
Engineering Program Advocates Network) Member Services, 1284 CIVL Building,
Room G293 West Lafayette, IN 47907-1284.
Cool Careers Women. A video for girls in grades 7 -10 showcases young women
engineering role models with 'cool' jobs and interesting lives to highlight the excitement,
breadth and rewards of a career in engineering. . Available from Dr. Robert Greenberg,
Career Services, University of Tennessee, Knoxville, TN 37996-4010. Fax (423) 974-
6497
Engineering: Design Tomorrow's World. For Junior and Senior High School Students.
Features young women talking about career and life concerns and profiles of women
engineers in which these concerns are addressed in the context of their careers. Available
from Dr. Monique Frize, NSERC Chair for Women in Science and Engineering, Carleton
University.
The Story of the Android. Video and associated teaching materials, for girls in elementary
school. . Available from Dr. E.J. Weckman, Faculty of Engineering, University of
Waterloo.
What Do Scientists Do? Video and teacher's guide for girls in elementary school.
Available from S.C.W.I.S.T. (Society for Canadian Women in Science and Technology),
417-535 Hornby St., Vancouver BC, V6C 2E8.
Women in Engineering. Video and resource guide for career education. Available from
Her Own Words, P.O. Box 5264, Madison WI 53705-0264. Fax (608) 271-0209.
CD-ROMS
Xplore Science Careers. An interactive CD-ROM profiles eight working women
including several engineers. It includes profiles, a self-survey and a listing of career
resources. Available from S.C.W.I.S.T., 417-535 Hornby St., Vancouver BC V6C 2E8.
You Can Be A Woman Engineer. Interactive CD-ROM for elementary school girls and
their parents. With accompanying paperback. Cascade Pass, Inc. Available
commercially, ISBN 1-880599-19-8
What Do Engineers Do? A book of demonstrations, experiments and projects for students
in grades 7 to 12. Available from WEPAN Member Services, 1284 CIVL Building,
Room G293, West Lafayette, Indiana.
POSTERS
A series of fourteen posters each celebrating an outstanding woman engineer. All the
featured individuals are Americans. Available from the ASME, at 1-800-843-2763.
ONLINE MATERIALS
How Hard Can It Be. An annotated Bibliography of background materials and
curriculum resources to encourage girls and young women into computer technology,
engineering and trades, leadership and entrepreneurship. The Ontario Women's
Directorate. Available online at
http://www.gov.on.ca/mczcr/owd/english/publications/how-hard-can-it-be/index.html
Achieving Gender Equity in Science Classrooms. A manual and guide for faculty on
recognizing and changing discriminatory classroom practices. Compiled by Women
Science Students and Science Faculty and Staff at the member colleges and universities
of NECUSE (The New England Consortium for Undergraduate Science Education).
Available online at
http://www.brown.edu/Administration/Dean_of_the_College/homepginfo/equity/Equity_
handbook.html
Adviser, Teacher, Role Model, Friend. An extensive and thorough guide for faculty
members, teachers, administrators, and others who advise and mentor students of science
and engineering. From the National Academy Press, Washington, D.C.
Available online at http://www.nap.edu.readingroom/books/mentor/index.html
Creating Gender Equity in Your Teaching. For college and university instructors. From
the University of California, Davis. Available online at
http://www.engr.ucdavis.edu/college/infromation/gender/hand2.html