Publicou 6 edições por ano
ISSN Imprimir: 1072-8325
ISSN On-line: 1940-431X
Indexed in
UNDERGRADUATE WOMEN'S PARTICIPATION IN PROFESSIONAL ORGANIZATIONS
RESUMO
This article focuses on the differences among female undergraduate engineering students who choose to affiliate with student chapters of discipline-specific, mixed-gender professional organizations, the student chapter of the Society of Women Engineers (SWE), or not to affiliate at all. Participants in the different kinds of organizations are compared to nonparticipants to explore how participation is related to professionalization and the development of engineering social capital. Compared with nonparticipants, participants were more involved in extracurricular enrichment and "help" activities; they were more satisfied with most aspects of the engineering program; they had higher grades; they were more self-confident about themselves as engineers, and by the end of the academic year, about their engineering competencies; and they were more strongly committed to a future in engineering. Participation in SWE was associated with greater involvement in study activities, higher satisfaction with the coursework load, and a different perception of the problems women face in the field. Data were taken from a survey of engineering students at Rowan University during the 2000−2001 academic year, which was funded by the National Science Foundation.
-
Hartman Harriet, Hartman Moshe, How Undergraduate Engineering Students Perceive Women’s (and Men’s) Problems in Science, Math and Engineering, Sex Roles, 58, 3-4, 2008. Crossref
-
Litchfield Kaitlin, Javernick-Will Amy, Perceptions of engineering identity: Diversity and EWB-USA, 2012 Frontiers in Education Conference Proceedings, 2012. Crossref
-
Campbell-Montalvo Rebecca, Lucy Putwen Andrea, Hill Lucas, Metcalf Heather E., Sims Ershela L., Peters Jan W., Zimmerman Alexandra N., Gillian-Daniel Donald L., Leibnitz Gretalyn M., Segarra Verónica A., Scientific Societies Integrating Gender and Ethnoracial Diversity Efforts: A First Meeting Report from Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Journal of Microbiology & Biology Education, 23, 1, 2022. Crossref
-
Campbell-Montalvo Rebecca, Cooke Hannah, Smith Chrystal A. S., Hughes Miller Michelle, Wao Hesborn, Puccia Ellen, Mayberry Maralee, Skvoretz John, “Now I’m Not Afraid”: The Influence of Identity-Focused STEM Professional Organizations on the Persistence of Sexual and Gender Minority Undergraduates in STEM, Frontiers in Education, 7, 2022. Crossref
-
Litchfield Kaitlin, Javernick-Will Amy, Investigating Gains from EWB-USA Involvement, Journal of Professional Issues in Engineering Education and Practice, 140, 1, 2014. Crossref