RT Journal Article ID 724569c233a48808 A1 Vogt, Christina T1 AN ACCOUNT OF WOMEN’S PROGRESS IN ENGINEERING: A SOCIAL COGNITIVE PERSPECTIVE JF Journal of Women and Minorities in Science and Engineering JO JWM YR 2003 FD 2003-11-30 VO 9 IS 3&4 OP 22 AB Traditionally, women were not welcome in higher education, especially in male-dominated fields. Undoubtedly, women have dramatically increased their enrollments in many once male-only fields, such as law, medicine, and several of the sciences; nevertheless, engineering remains a field where women continue to be underrepresented. This has often been attributed to social barriers in engineering classrooms. However, a new turn of events has been reported: Young women entering engineering may receive higher grades and have a greater tendency to remain than men. To examine what has recently changed, the author applied Bandura’s triadic model of reciprocity between environment, self, and behavior. The measured variables included academic integration or discrimination, self-measures of academic self-confidence, engineering self-efficacy, and behaviors taken to self-regulate learning: critical thinking, effort, peer learning, and help seeking. The data revealed that women apply slightly more effort and have slightly less self-efficacy than men. Their academic confidence is nearly equal in almost all areas. Most significantly, many previous gender biases appear diminished, and those that do exist are slight. However, it is recommended that continued efforts be undertaken to attract and retain women in engineering programs. PB Begell House LK https://www.dl.begellhouse.com/journals/00551c876cc2f027,1cd9d73014b332aa,724569c233a48808.html