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Journal of Women and Minorities in Science and Engineering

Published 6 issues per year

ISSN Print: 1072-8325

ISSN Online: 1940-431X

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

Indexed in

EFFECTS OF AN AFTER SCHOOL ENGINEERING MENTORING PROGRAM ON MIDDLE SCHOOL GIRLS' PERCEPTIONS OF ENGINEERS

Volume 20, Issue 1, 2014, pp. 11-20
DOI: 10.1615/JWomenMinorScienEng.2014006726
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ABSTRACT

Traditionally, women have been underrepresented in the physical science, technology, and engineering fields. Many girls shy away from science, technology, engineering, and mathematics (STEM) as they near the teenage years, making early adolescence an important time to study girls' perceptions of engineers. The goals of the current study were to identify girls' perceptions of engineers and determine what impact participating in an after school mentoring program has on those perceptions. Sixth and seventh grade girls (N = 68) were asked to draw a picture of an engineer at work before and after participating in an after school engineering mentoring program at a suburban middle school they attended. The results indicate that prior to participating in the mentoring program, the participants viewed engineers as people who build and fix things. After participating in the program, the girls' perceptions of engineers changed to that of creative problem solvers who work to help people and improve the world. The findings have implications for the development of interventions aimed at recruiting more females in the engineering fields.

CITED BY
  1. Steinke Jocelyn, Adolescent Girls’ STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues, Frontiers in Psychology, 8, 2017. Crossref

  2. Secules Stephen, Gupta Ayush, Elby Andrew, Tanu Emilia, Supporting the Narrative Agency of a Marginalized Engineering Student, Journal of Engineering Education, 107, 2, 2018. Crossref

  3. Gillen Andrew L., Grohs Jacob, Matusovich Holly M., Carrico Cheryl, Seeing engineering everywhere culturally relevant engineering activities with rural and appalachian youth, 2017 IEEE Frontiers in Education Conference (FIE), 2017. Crossref

  4. Moote Julie, Archer Louise, DeWitt Jenifer, MacLeod Emily, Comparing students' engineering and science aspirations from age 10 to 16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors, Journal of Engineering Education, 109, 1, 2020. Crossref

  5. Vela Katherine, Caldwell Cassidy, Capraro Robert M., Capraro Mary Margaret, The Nexus of Confidence and Gender in an Engineering Project-Based STEM Camp, 2019 IEEE Frontiers in Education Conference (FIE), 2019. Crossref

  6. Lucietto Anne, Tan Shelly, Russell Liza, Johnson Mary, Public Perception of Engineering Technology: A Literature Review, 2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020. Crossref

  7. Vo Tina, Hammack Rebekah, Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT), Journal of Science Teacher Education, 33, 3, 2022. Crossref

  8. Campbell‐Montalvo Rebecca, Kersaint Gladis, Smith Chrystal A. S., Puccia Ellen, Skvoretz John, Wao Hesborn, Martin Julie P., MacDonald George, Lee Reginald, How stereotypes and relationships influence women and underrepresented minority students' fit in engineering, Journal of Research in Science Teaching, 59, 4, 2022. Crossref

  9. Steinke Jocelyn, Applegate Brooks, Penny Jay R., Merlino Sean, Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification, International Journal of Science and Mathematics Education, 20, 2, 2022. Crossref

Forthcoming 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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