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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 49 of 49 (0.075 seconds)Spelling suggestions: "subject:"women inn ingineering"" "subject:"women inn eingineering""
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Gender and science in twentieth-century British engineering : an interdisciplinary analysisHunter, Kathleen Allison January 2013 (has links)
No description available.
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Not Small Technicalities: Gender's Impact on Choosing Careers in Science, Technology, Engineering and MathematicsRomano, Gina Gabriele 13 October 2010 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / This exploratory study looks at the underrepresentation of certain groups, especially women, in science, technology, engineering and math (STEM) occupations. Using longitudinal data, it investigates the impact of math and technical abilities as well as social status measures such as sex, race/ethnicity and household income on STEM career choice, arguing that social status variables have an important influence apart from abilities, with an emphasis on gender. Results show significant impacts of sex, race/ethnicity, income and both math and technical skills on STEM career choice; however, only sex, math and technical skill have statistically significant impacts when controlling for all other variables, with technical skill having the strongest impact in all tests. Implications of these findings are discussed, confirming previous studies but also setting the groundwork for inclusion of technical skill in research on STEM areas. Future efforts are argued to focus on technical ability, as well as gender and mathematical adroitness.
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Engaging the Gatekeepers: Empowering Male Collegians to Promote Gender Equity in EngineeringShoger, Suzanne Grassel 10 August 2018 (has links)
No description available.
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Women in engineering : identifying and analyzing gender socialization in the faculty of engineering at the University of Kwazulu-NatalFrancis, Maryann Marilyn 11 1900 (has links)
The research problem reflected a lower number of female postgraduate students and
academics as compared to their male counterparts within the Faculty of Engineering at the
University of KwaZulu-Natal.
A descriptive survey was disseminated to a stratified sample of undergraduate final year
students in the disciplines of Chemical, Civil, Mechanical, Electrical, Electronic, Computer
and Bioresources Engineering. An online survey was also sent to the nine female academics
within the Faculty.
The study indicates that the social and academic environment within the Faculty of
Engineering at the University of KwaZulu-Natal was not a deterrent to female graduates
studying further and entering academia. The exam performance of both male and female
students was similar and neither the drop-out rate nor failure was due to gender but rather to
the choice of degree. An issue of concern to both the student and the academic group was
the low numbers of female academics. / Development Studies / M.A. (Development Studies)
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| 45 |
Women in engineering : identifying and analyzing gender socialization in the faculty of engineering at the University of Kwazulu-NatalFrancis, Maryann Marilyn 11 1900 (has links)
The research problem reflected a lower number of female postgraduate students and
academics as compared to their male counterparts within the Faculty of Engineering at the
University of KwaZulu-Natal.
A descriptive survey was disseminated to a stratified sample of undergraduate final year
students in the disciplines of Chemical, Civil, Mechanical, Electrical, Electronic, Computer
and Bioresources Engineering. An online survey was also sent to the nine female academics
within the Faculty.
The study indicates that the social and academic environment within the Faculty of
Engineering at the University of KwaZulu-Natal was not a deterrent to female graduates
studying further and entering academia. The exam performance of both male and female
students was similar and neither the drop-out rate nor failure was due to gender but rather to
the choice of degree. An issue of concern to both the student and the academic group was
the low numbers of female academics. / Development Studies / M.A. (Development Studies)
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| 46 |
Gender differences in college choice, aspirations, and self-concept among community college students in science, mathematics, and engineering.Starobin, Soko Suzuki 08 1900 (has links)
Educational researchers, practitioners, and policy makers have long expressed their concern that gender disparity of academic performance and participation in science and mathematics education continues to increase with educational progress of students through the pipeline. Educational and occupational aspirations, high school experience, external support from family members and significant others appear to be influential factors that develop strong self-concept among female students who aspire to study science and mathematics. Using a national sample of aspirants in science, mathematics, and engineering majors in public community colleges, that participated in the 1996 Cooperative Institutional Research Program American Freshman Survey, this study investigated the influences of students' pre-college experiences on their college choice, aspirations, and self-concept by examining three theoretical structural models. In addition, gender differences were tested by using multiple group analysis. The findings from the multiple group analysis revealed that there was no statistically significant gender difference in predicting college choice, aspirations, and self-concept. The results from the descriptive analysis indicated that the female students were already underrepresented in science, mathematics, and engineering majors. Taken together, the findings challenge researchers, practitioners, and policy makers to examine why the persistent fall off, and how can community colleges support and retain these students who already enrolled. The results from the model fit analysis revealed that the encouragement from family and others played as a contributing factor in predicting students' college choice, aspirations, and self-concept. This study confirmed that the development of self-concept among community college students in science, mathematics, and engineering is complex and unique. Several recommendations that are pertaining to policy implications, improvement of practice, and future research to increase the representations of female students in science, mathematics, and engineering in the post-secondary education were developed from the findings of this study. The results of this study contribute to the research literature by providing new theoretical models and a comprehensive understanding of aspirants in science, mathematics, and engineering at community college as well as their surrounding environment.
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| 47 |
Catalysts of Women's Success in Academic STEM: A Feminist Poststructural AnalysisMullet, Dianna Rose 12 1900 (has links)
This study analyzes senior women faculty's discourses about personal and professional experiences they believe contributed to their advancement in academic careers in science, technology, engineering, and mathematics (STEM). The purpose of the study is to understand factors that activate women's success in STEM disciplines where women's representation has not yet attained critical mass. A poststructuralist emphasis on complexity and changing nature of power relations offers a framework that illuminates the ways in which elite women navigate social inequalities, hierarchies of power, and non-democratic practices. Feminist poststructural discourse analysis (FPDA) methods allow analysis of women's talk about their experiences in order to understand the women's complex, shifting positions. Eight female tenured full professors of STEM at research-focused universities in the United States participated in the study. Data sources were in-depth semi-structured interviews, a demographic survey, and curricula vitae. Findings will help shape programs and policies aimed at increasing female representation and promoting achievement at senior levels in academic STEM fields.
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Belonging Uncertainty and Psychological Capital: An Investigation of Antecedents of the Leaky Pipeline in STEMSeaton, Gina A. 07 August 2012 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Women are underrepresented in science, technology, engineering, and math fields (STEM), especially in higher levels. Researchers term this phenomenon "the leaky pipeline." While the issue is well-documented in the literature, little is known about its antecedents. The current study offers insight into factors that relate to career choice and contribute to the lack of diversity in STEM fields by investigating how sense of belonging and psychological capital (PsyCap) influence important psychological, academic, and career outcomes for women in these fields. Female undergraduate STEM majors were recruited for participation at two times during the fall academic semester (N=182 at time one, N=86 at time two) and data were analyzed using correlation and regression. Results provide support for the influence of both sense of belonging and PsyCap as important correlates of an individual's academic and career making decisions. Specifically, PsyCap mediated the relationship between belonging and well-being and belonging and career outcomes of engagement and participants' intentions to apply to graduate programs in an unrelated major. In addition, PsyCap moderated the relationship between sense of belonging and participants' intentions to switch majors and intentions to apply to graduate programs in a field unrelated to their current major. An increased understanding of the factors that contribute to the leaky pipeline in STEM will serve as a basis for developing further research questions and targeting interventions.
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| 49 |
An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and EngineeringWalsh, Thomas Broderick 06 August 2021 (has links)
Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.
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