ICWES15 - Why Do Girls Choose Engineering? A Comparison of three Engineering Disciplines. Presented by Dr Rebecca J Gravina, RMIT University, Australia
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Presentation from ICWES 15 Conference - July 2011, Australia
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ICWES15 - Why Do Girls Choose Engineering? A Comparison of three Engineering Disciplines. Presented by Dr Rebecca J Gravina, RMIT University, Australia
- 1. Why do girls choose engineering? A Comparison of Students in Civil, Environmental and Chemical Engineering Dr Rebecca Gravina A/Professor Margaret Jollands Ms Sabrina Woon School of Civil, Environmental and Chemical Engineering, RMIT University
- 8. Program Logic Framework Outcome Output Activity/Process Input
- 9. Program Logic Framework – for female applicants Career aspiration to work in chemical, civil or environmental industry or academia Choice of engineering discipline Choosing to continue subject or following a passion Personal preferences Outcome Output Activity/Process undertaken by the female applicant Input
- 10. Program Logic Framework – for female applicants Ditto Ditto Avoidance of stereotypes Single sex schooling Ditto Ditto Discussing career choices with teachers Teachers Ditto Ditto Discussing career choices with family Parents Ditto Ditto Doing research on the internet Resources Career aspiration to work in chemical, civil or environmental industry of academia Choice of engineering discipline Choosing to continue subject or following a passion Personal preferences Outcome Output Activity/Process Input
- 12. Differences in discipline choice Interested in environmental issues Interested in built environment and maths Interested in continuing chemistry Encouraged to do engineering as their fathers had wanted to do engineering or encouraged them to do engineering Strongly encouraged by teachers to do engineering because of good performance in maths and science None encouraged by their families Driver was passion for the environment Driver was love of maths and physics Driver was love of chemistry Majority had science based hobbies Majority had drawing and construction based hobbies No hobbies Half liked maths, half “had” to do maths All did physics and most did specialist maths All did chemistry and specialist maths Environmental engineering female students Civil engineering female students Chemical engineering female students
- 13. Differences in discipline choice Interested in environmental issues Interested in built environment and maths Interested in continuing chemistry Encouraged to do engineering as their fathers had wanted to do engineering or encouraged them to do engineering Strongly encouraged by teachers to do engineering because of good performance in maths and science None encouraged by their families Driver was passion for the environment Driver was love of maths and physics Driver was love of chemistry Majority had science based hobbies Majority had drawing and construction based hobbies No hobbies Half liked maths, half “had” to do maths All did physics and most did specialist maths All did chemistry and specialist maths Environmental engineering female students Civil engineering female students Chemical engineering female students
- 14. Differences in discipline choice Interested in environmental issues Interested in built environment and maths Interested in continuing chemistry Encouraged to do engineering as their fathers had wanted to do engineering or encouraged them to do engineering Strongly encouraged by teachers to do engineering because of good performance in maths and science None encouraged by their families Driver was passion for the environment Driver was love of maths and physics Driver was love of chemistry Majority had science based hobbies Majority had drawing and construction based hobbies No hobbies Half liked maths, half “had” to do maths All did physics and most did specialist maths All did chemistry and specialist maths Environmental engineering female students Civil engineering female students Chemical engineering female students
- 15. Differences in discipline choice Interested in environmental issues Interested in built environment and maths Interested in continuing chemistry Encouraged to do engineering as their fathers had wanted to do engineering or encouraged them to do engineering Strongly encouraged by teachers to do engineering because of good performance in maths and science None encouraged by their families Driver was passion for the environment Driver was love of maths and physics Driver was love of chemistry Majority had science based hobbies Majority had drawing and construction based hobbies No hobbies Half liked maths, half “had” to do maths All did physics and most did specialist maths All did chemistry and specialist maths Environmental engineering female students Civil engineering female students Chemical engineering female students
- 16. Differences in discipline choice Interested in environmental issues Interested in built environment and maths Interested in continuing chemistry Encouraged to do engineering as their fathers had wanted to do engineering or encouraged them to do engineering Strongly encouraged by teachers to do engineering because of good performance in maths and science None encouraged by their families Driver was passion for the environment Driver was love of maths and physics Driver was love of chemistry Majority had science based hobbies Majority had drawing and construction based hobbies No hobbies Half liked maths, half “had” to do maths All did physics and most did specialist maths All did chemistry and specialist maths Environmental engineering female students Civil engineering female students Chemical engineering female students
Editor's Notes
- Analysis split process into sequential components such as inputs such as inputs (internet, parents, teachers), activities/processes (learning about engineering activities, open days), outputs (choice of program, university) and finally outcomes (longer term career aspirations).
- Analysis split process into sequential components such as inputs such as inputs (internet, parents, teachers), activities/processes (learning about engineering activities, open days), outputs (choice of program, university) and finally outcomes (longer term career aspirations).
- Analysis split process into sequential components such as inputs such as inputs (internet, parents, teachers), activities/processes (learning about engineering activities, open days), outputs (choice of program, university) and finally outcomes (longer term career aspirations).
- The strongest influence for chemical engineers was personal preferences: they either loved chemistry or found engineering interesting. The strongest influences for environmental engineers were personal preferences and parents: interest in environmental issues and father’s encouragement. The strongest influence for civil engineers was personal preferences: they loved both maths and physics. Our findings are somewhat different to the literature on girls’ choice of engineering as a career. Kvande (1986) and Hobart et al . (2006) emphasised the importance of personal role models for female engineering students, which is true for our civil and environmental female engineering students, who were inspired by their fathers, but not for female chemical engineering students. Charkra et al. (2009) found that female students place more emphasis on extra curricula activities, but this appeared to be a factor only for our female environmental engineer undergraduates in their choice of discipline. Other research studies found that the number of mathematics courses taken in high school correlated with likelihood of choosing a major like engineering (Ethington & Wolfle 1988; Tully & Jacobs 2010). This was true for our chemical engineers and civil engineers but not for environmental engineers.
- The strongest influence for chemical engineers was personal preferences: they either loved chemistry or found engineering interesting. The strongest influences for environmental engineers were personal preferences and parents: interest in environmental issues and father’s encouragement. The strongest influence for civil engineers was personal preferences: they loved both maths and physics. Our findings are somewhat different to the literature on girls’ choice of engineering as a career. Kvande (1986) and Hobart et al . (2006) emphasised the importance of personal role models for female engineering students, which is true for our civil and environmental female engineering students, who were inspired by their fathers, but not for female chemical engineering students. Charkra et al. (2009) found that female students place more emphasis on extra curricula activities, but this appeared to be a factor only for our female environmental engineer undergraduates in their choice of discipline. Other research studies found that the number of mathematics courses taken in high school correlated with likelihood of choosing a major like engineering (Ethington & Wolfle 1988; Tully & Jacobs 2010). This was true for our chemical engineers and civil engineers but not for environmental engineers.
- The strongest influence for chemical engineers was personal preferences: they either loved chemistry or found engineering interesting. The strongest influences for environmental engineers were personal preferences and parents: interest in environmental issues and father’s encouragement. The strongest influence for civil engineers was personal preferences: they loved both maths and physics. Our findings are somewhat different to the literature on girls’ choice of engineering as a career. Kvande (1986) and Hobart et al . (2006) emphasised the importance of personal role models for female engineering students, which is true for our civil and environmental female engineering students, who were inspired by their fathers, but not for female chemical engineering students. Charkra et al. (2009) found that female students place more emphasis on extra curricula activities, but this appeared to be a factor only for our female environmental engineer undergraduates in their choice of discipline. Other research studies found that the number of mathematics courses taken in high school correlated with likelihood of choosing a major like engineering (Ethington & Wolfle 1988; Tully & Jacobs 2010). This was true for our chemical engineers and civil engineers but not for environmental engineers.
- The strongest influence for chemical engineers was personal preferences: they either loved chemistry or found engineering interesting. The strongest influences for environmental engineers were personal preferences and parents: interest in environmental issues and father’s encouragement. The strongest influence for civil engineers was personal preferences: they loved both maths and physics. Our findings are somewhat different to the literature on girls’ choice of engineering as a career. Kvande (1986) and Hobart et al . (2006) emphasised the importance of personal role models for female engineering students, which is true for our civil and environmental female engineering students, who were inspired by their fathers, but not for female chemical engineering students. Charkra et al. (2009) found that female students place more emphasis on extra curricula activities, but this appeared to be a factor only for our female environmental engineer undergraduates in their choice of discipline. Other research studies found that the number of mathematics courses taken in high school correlated with likelihood of choosing a major like engineering (Ethington & Wolfle 1988; Tully & Jacobs 2010). This was true for our chemical engineers and civil engineers but not for environmental engineers.
- The strongest influence for chemical engineers was personal preferences: they either loved chemistry or found engineering interesting. The strongest influences for environmental engineers were personal preferences and parents: interest in environmental issues and father’s encouragement. The strongest influence for civil engineers was personal preferences: they loved both maths and physics. Our findings are somewhat different to the literature on girls’ choice of engineering as a career. Kvande (1986) and Hobart et al . (2006) emphasised the importance of personal role models for female engineering students, which is true for our civil and environmental female engineering students, who were inspired by their fathers, but not for female chemical engineering students. Charkra et al. (2009) found that female students place more emphasis on extra curricula activities, but this appeared to be a factor only for our female environmental engineer undergraduates in their choice of discipline. Other research studies found that the number of mathematics courses taken in high school correlated with likelihood of choosing a major like engineering (Ethington & Wolfle 1988; Tully & Jacobs 2010). This was true for our chemical engineers and civil engineers but not for environmental engineers.