Abonnement à la biblothèque: Guest
Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

ANALYZING SELF-REPORTED CHALLENGES AND PREFERENCES FOR ENHANCING RECRUITMENT AND RETENTION OF INTERNATIONAL FEMALE GRADUATE ENGINEERING STUDENTS

Volume 19, Numéro 3, 2013, pp. 185-208
DOI: 10.1615/JWomenMinorScienEng.2013004611
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RÉSUMÉ

Recruitment and retention of graduate students are well-recognized needs for higher education institutions. Particularly, increasing women students is one of the major priorities, as they are underrepresented, especially in engineering fields. There is a need to identify the factors influencing female students in choosing a school and handling challenges during their graduate study. This paper addresses the preferences to choose a graduate school and challenges faced by current international women graduate engineering students at US universities. An online survey was conducted and analyzed to identify female students’ concerns and influential factors before applying to or attending a graduate school. Results indicate that female students tend to choose a school on a different set of criteria compared to their male colleagues. Statistical analyses showed female students having concerns with language and culture change more than males. Furthermore, female students also reported location of university and funding opportunities as more important in choosing a school. Female graduate students reported in-school issues, such as courses, funding, and adjusting to culture, as the most challenging phase they experienced, significantly more than male students reported. There is a difference in perceptions among female and male students for choosing a school and handling challenges during graduate study. One of the key factors in increasing female students' recruitment and retention was found to be communication and mentorship. Another key factor was providing some sort of financial stability before they entered a graduate program. The main reasons female graduate students transferred to a different university were faculty issues and funding. We provide examples of how these findings can be incorporated by universities in recruitment and retention strategies to attract more international women graduate students in engineering programs.

Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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