Engineering is still one of the career tracks that men still outnumber women in. Women have been gaining ground in areas like the physical sciences, but engineering is still, unfortunately, lagging behind. What is the reason for this?
A longitudinal study was conducted about college-level female engineering students. The study was focused on these female engineering majors to determine why they chose to go into engineering. Interestingly, one of the variables taken into account was whether the women attended a single-gender high school or a co-educational high school. Men from single and co-educational high schools were studied as well to use as an example to compare to the women. The women who went to single-gender high schools listed in order the reasons they went into engineering: “1. I am good at maths…2. Exciting career opportunities…3. Encouraged by my parents” (Tully & Jacobs, 2010). On the other hand, women who went to co-educational high schools listed: “1. Exciting career opportunities…2. Good fit for my academic gifts…3. Academic prestige” (Tully & Jacobs, 2010).
Both of the lists include “exciting career opportunities”, however, it is interesting to note that the number one choice of the single- gender high school women was that they believed they were good at math (Tully & Jacobs, 2010). The number three on that list stated that these women were supported by their parents (Tully & Jacobs, 2010). From my viewpoint, it appears as if the women who went to single-gendered high schools were more encouraged by the people in their environment to pursue engineering than the women who went to co-educational high schools.
To add onto that idea, the men’s lists (for both single and co-educational high schools) were the same: “1.Exciting career opportunities…2. This is something that I always wanted to do…3. Good fit for my academic gifts” (Tully & Jacobs, 2010). Judging by the men’s lists, and the fact that they are the same, it seems that men tend to follow their interests. Number two on the list shows that men from both schools were interested in following their dreams. “This is something that I always wanted to do” showed up on neither of the women’s lists (Tully & Jacobs, 2010).
What can be deduced from this study? It is obvious that men and women have different reasons for choosing the careers they want to pursue. Women from different types of schools may view certain career choices differently.
The media example I chose this week is about recruiting women engineering students. It is good to know that there are programs out there designed to get women interested in traditionally male careers like engineering.
Reference:
Tully, D. D., & Jacobs, B. B. (2010). Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study. European Journal of Engineering Education, 35(4), 455-467. doi:10.1080/03043797.2010.489940
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Lynn, I thought this was a very interesting post. It relates to our textbook, Chapter 7, where we learned that boys are generally more encouraged to try harder in the math-related fields when they are doing poorly, whereas girls are told to focus on other subjects theyre more "suited" for, such as English. I think it was a good thing that these researchers asked women and men from same-sex schools and co-ed schools because it proves that when men are not in the picture, women are encouraged more to do what they love, no matter what the stereotypes. It proves that women are just as smart as men in all areas, not just the ones society assumes they are smart in. Good media reference too!
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