The percentage of women applying for engineering licensure remains well below the percentage of women enrolling in engineering undergraduate programs--an issue of retention that continues throughout women engineers' career trajectories. Although there have been many efforts on the recruitment side to attract people of varying genders to study engineering and join the profession, such efforts are ineffective if this diverse population is not retained in engineering. This book identifies the factors affecting the recruitment of women into, and the retention of women in the engineering profession. The authors examine the experience of male and female students at the high school, undergraduate, and graduate levels to better understand women's experiences at each stage in their careers through to becoming industry members or academics. Issues such as intimidation and discouragement at the undergraduate level, disproportionate funding and support at a graduate student level, and the correlation between retention and opportunities for collaboration at an industry/academic level are discussed. The book concludes by highlighting the key findings affecting the retention of women in engineering and offers potential solutions. The findings covered in this book may be used by engineering postsecondary institutions and workplaces to create a more diverse and inclusive environment. This book is also useful to researchers, scholars, students, and academics interested in the retention of women in STEM industries.

Identifies factors affecting the retention of women in engineering education and professions Explores female students experiences in high school and in undergraduate and graduate level engineering programs Examines issues including peer interaction and culture, collaboration, workplace support, and funding

Autorentext

Bronwyn Chorlton is a Postdoctoral Researcher in the Department of Civil Engineering at Queen's University in Kingston, Ontario, Canada, supported by funding from NSERC Canada. She received her engineering doctorate from York University in Toronto, Ontario, Canada in 2021. Her primary research is focused on the discipline of structural fire engineering, and in particular the structural fire performance of historic and innovate timber products. In addition, Dr. Chorlton is a passionate supporter and advocate for equity, diversity and inclusivity in engineering and has led a multi-year research project supporting the retention of women in engineering. John Gales is an Associate Professor in the Department of Civil Engineering at the Lassonde School of Engineering, York University, Toronto, Ontario, Canada. There he leads the Fire Safety Engineering Research Group and is a member of the Structures Group. Dr. Gales primary research interest includes resilient structural fire design, and human behavior in emergency situations. He is Associate Editor of Fire and Materials International Journal, Associate Editor of Canadian Journal of Civil Engineering and is on the Editorial board of Fire Technology (Springer).

Inhalt

Acknowledgements.- Statement of Authorship.- Chapter 1 Introduction to Gender Diversity in Engineering.- Chapter 2 Experience of High School Students and Engineering Student Recruitment.- Chapter 3 Gender Differences in Undergraduate Engineering.- Chapter 4 Multi-Campus Exploration of Gender Differences in Undergraduate Engineering.- Chapter 5 Gender Differences in Graduate Student Experiences.- Chapter 6 Industry Member and Academic Engineering Experiences.- Chapter 7 Recommendations Towards Gender Diversity in Engineering.- Appendix A Survey Questions from Pilot Undergraduate Survey.- Appendix B Survey Questions from Undergraduate Survey Expansion.- Appendix C Graduate Student Survey Questions.- Appendix D Industry and Academic Survey Questions.