Thematische Bibliographien / Women in engineering Australia

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Women in engineering Australia“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "Women in engineering Australia"

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Mills, Julie, Wendy Bastalich, Suzanne Franzway, Judith Gill und Rhonda Sharp. „ENGINEERING IN AUSTRALIA: AN UNCOMFORTABLE EXPERIENCE FOR WOMEN“. Journal of Women and Minorities in Science and Engineering 12, Nr. 2-3 (2006): 135–54. http://dx.doi.org/10.1615/jwomenminorscieneng.v12.i2-3.30.

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Lo Bello, Lucia. „The 2019 IES Women in Engineering Forum in Australia [Women in IES News]“. IEEE Industrial Electronics Magazine 13, Nr. 2 (Juni 2019): 82–83. http://dx.doi.org/10.1109/mie.2019.2910918.

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Abdilah, Hassan. „Islam and English Learning in Australia: Female Learners Working Through Differences“. International Journal of Applied Linguistics and English Literature 10, Nr. 3 (31.05.2021): 7. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.3p.7.

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The study examines the way Islamic religion and culture influence Muslim immigrant women’s participation in English learning programs in Australia. It presents a narrative of three married Iraqi Muslim Immigrant Women’s (IMIW) experiences in both mainstream mix-gender and women-only English classes in Melbourne. Two data collection methods were employed, in-depth interviews and a focus group discussion, to generate data from the participants. The findings show that the participants struggled to cope with mixed-gender classes due to some social, cultural and religious attributes including familiarity with single-gender settings, family commitments and the culture of their community. The paper presents recommendations for the Australian government to pay more attention to women-only classes to stimulate immigrant women to English learning courses.
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Sullivan, Corrinne T. „Pussy Power: A Contemporaneous View of Indigenous Women and Their Role in Sex Work“. Genealogy 5, Nr. 3 (14.07.2021): 65. http://dx.doi.org/10.3390/genealogy5030065.

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Sex work is the trade of sexual services in exchange for money or other goods of value. In the context of Indigenous Australia, sex work often produces narratives of victimisation and oppression reinforcing the patriarchal power and colonial dominance that is rife in Australia over Indigenous women’s bodies and behaviours. Drawing from interviews with Indigenous women who are engaged with sex work, this paper challenges these narratives by examining the motivation and meanings that shape Indigenous women’s decisions to undertake sex work, offering a compelling counter-narrative that discusses how Indigenous women seek and enact agency, sexuality, and sovereignty through the pussy power of sex work.
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Carroll, David, Jaai Parasnis und Massimiliano Tani. „Why do women become teachers while men don’t?“ B.E. Journal of Economic Analysis & Policy 21, Nr. 2 (22.01.2021): 793–823. http://dx.doi.org/10.1515/bejeap-2020-0236.

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Abstract Across countries, almost all primary and pre-primary teachers are women while few men in the occupation tend to specialise in secondary schooling and administration. We investigate the decision to become a teacher versus alternative occupations for graduates in Australia over the past 15 years. We find that this gender distribution reflects relative returns in the labour market: women with bachelor qualifications receive higher returns in teaching, while similarly educated men enjoy substantially higher returns in other occupations. We also find evidence that schools which can, and do, make higher wage offers successfully attract more male teachers as well as more female teachers with a degree in science, technology, engineering, and mathematics. These results are consistent with the predictions of theoretical models of self-selection of intrinsically motivated workers.
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Wilson, Andrew H. „Women in Science, Engineering and Technology, Women in Science, Engineering and Technology Advisory Group, Office of the Chief Scientist, Department of the Prime Minister and Cabinet,Canberra, Australia, Australian Govemment Publishing Service, 1995, 78pp., Free, ISBN 0 6444 5467 9“. Prometheus 15, Nr. 3 (Dezember 1997): 427–30. http://dx.doi.org/10.1080/08109029708632092.

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Pinals, Lisa. „Bridging the Gap: Engineering with Australian Students [Pipelining: Attractive Programs for Women]“. IEEE Women in Engineering Magazine 6, Nr. 1 (Juni 2012): 28–31. http://dx.doi.org/10.1109/mwie.2012.2189447.

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Goriss-Hunter, Anitra, Adele Echter, Taiwo Oseni und Sally Firmin. „“Undoing” Gender: how the School of Science, Engineering and Information Technology (SEIT) Women’s Group works across university and community lines to promote inclusive STEMM.“ Andragoška spoznanja 24, Nr. 3 (26.10.2018): 57–72. http://dx.doi.org/10.4312/as.24.3.57-72.

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Research on gender and education in industrialised and developing countries suggests that schools and universities are sites of ‘doing’ rather than ‘undoing’ gender. Deutsch (2007) contends that ‘doing gender’ refers to social interactions that reproduce conventional and limiting notions of gender construction and that ‘undoing gender’ refers to social interactions that reduce gender difference and open up other possibilities. In this paper we consider how educational institutions can be strategic sites of influence in undoing gender and we investigate some ways that gender is ‘undone’ through the example of the work of the Science, Engineering and Information Technology Women’s Group (SEITWG) located in the Faculty of Science and Technology at Federation University Australia. For this purpose, a self-study methodology understood as a professional reflection was used. The paper explores how the informal coalition of SEITWG works as ‘wilful subjects’, on the one hand, coming up against some of the ‘brick walls’ of dominant discourse that attempt to limit women’s participation in STEMM (science, technology, engineering, mathematics, and medicine). On the other hand, SEITWG attempts to move beyond the restrictions of conventional gender narratives to encourage more women to participate in STEMM by foregrounding the presence of women already active in the area; mentoring women students and staff; supporting a range of their colleagues’ endeavours to research and teach for inclusion; embedding gender analysis into the curriculum; and promoting workplace cultural change.
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Thelwall, Mike, und Pardeep Sud. „Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia“. Quantitative Science Studies 1, Nr. 3 (August 2020): 1283–97. http://dx.doi.org/10.1162/qss_a_00069.

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Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first- and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities.
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Barkatsas, Tasos, Grant Cooper und Patricia McLaughlin. „Investigating Female Students’ Stem-Related Attitudes, Engagement and Work-Intentions When Involved in a University Workshop Initiative“. Journal of Research in STEM Education 5, Nr. 1 (01.07.2019): 60–74. http://dx.doi.org/10.51355/jstem.2019.63.

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Encouraging females to engage in and pursue Science, Technology, Engineering and Mathematics (STEM) education and vocations are key priorities for stakeholders and primary aims of the Australian Government-funded STEM in Situ (WISE 2016-18) project. Using a researcher-designed student survey by two of the authors, this article reports on the STEM-related attitudes, engagement and vocational intentions of female students involved in the project. The research survey developed for the project collected data in 2017-8 from 221 female students in Years 5-9 (11 to 16 years of age) from various public schools in Australia. Factor analytic and repeated measures t-tests data analysis techniques were used to explore the factor structure of the survey items and to examine students’ STEM-related attitudes, engagement and future work intentions both before and after their participation in the STEM in Situ project. The findings highlight the outcomes of the STEM in Situ workshops upon female students attitudes and engagements with STEM careers. The findings have the potential to inform future policies related to STEM interventions for young women.
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Dissertationen zum Thema "Women in engineering Australia"

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Davies, Kerryn. „Women's suffrage in South Australia /“. Title page, contents and conclusion only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09ard2562.pdf.

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Higgins, Jennifer R. 1952. „Vanguards of postmodernity : rethinking midlife women“. Monash University, School of Political and Social Inquiry, 2001. http://arrow.monash.edu.au/hdl/1959.1/8896.

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Grace, Felicity. „(Dis)continuous disadvantage : accounting for money, gender and sexuality in Australia /“. [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16170.pdf.

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McLean, Kirsten Elizabeth 1972. „Identifying as bisexual : life stories of Australian bisexual men and women“. Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/5755.

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Hollingworth, Samantha. „The contraceptive behaviour of young women in Australia /“. St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17767.pdf.

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Strehlow, Kathleen Stuart. „Aboriginal women in Central Australia, a preliminary account“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0025/MQ50372.pdf.

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Huntley, Rebecca. „"Sex on the Hustings" : labor and the construction of 'the woman voter' in two federal elections (1983, 1993)“. Connect to full text, 2003. http://setis.library.usyd.edu.au/adt/public_html/adt-NU/public/adt-NU20040209.113517/index.html.

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Taylor, Tracy Lynn School of History UNSW. „Women, sport and ethnicity: exploring experiences of difference in netball“. Awarded by:University of New South Wales. School of History, 2000. http://handle.unsw.edu.au/1959.4/17816.

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This thesis investigates how sports organisations and discourses have impacted on the sports participation of women from culturally and linguistically diverse backgrounds in Australia. A series of national participation studies have documented that women from minority ethnic backgrounds have significantly lower participation rates in sports and physical activity than Anglo-Australian women. However, the explanations and dimensions of this difference have not been examined in previous research. The experiences of women from culturally and linguistically diverse backgrounds are used in this thesis to explore sports discourses and organisation and the embodiments of their interrelationship. The present research proposes that sports organisations and discourses within Australia have historically served to marginalise women from culturally and linguistically diverse backgrounds. The arguments for this position are explored using a local narrative which details the situated nature of women????s experiences of sports. These experiences are located within a historical context that traces migration policies, the growth and development of sports and women????s social relations since white settlement of Australia. It is argued that contemporary sports discourses and organisation are inextricably tied to Australia????s colonial and imperialist past. Theories of ethnicity, gender and sports are analysed. The theoretical perspective taken in this thesis builds on feminist ideologies and ethnicity studies. Empirical analysis is undertaken using gender relations to situate sport as a site of cultural struggles best understood through investigations of history and diversity. Aspects of power, control and influence are central to this thesis. The empirical component of this thesis uses secondary data sources, surveys and interviews to investigate the research proposition. This is achieved on two levels. The first level interrogates existing data to create a macro level analysis of women from culturally and linguistically diverse backgrounds in sports. A survey of 972 schoolgirls was undertaken to collect information on sports participation and attitudes to sports. This was followed by 30 interviews with women from culturally and linguistically diverse backgrounds that explored individual sports experiences and perspectives on sports. The second level of investigation employed the case study of netball to examine the research question as it related to a specific sports organisation. The case study component of the research involved document and archival analysis, a survey of 372 netball players and interviews with 18 women from culturally and linguistically diverse backgrounds and former and current netball administrators. The thesis analyses the empirical data as it relates to the organisation and discourse of sports in Australia. The principal conclusion reached is that sports organisation and discourses are located within a societal power structure that places women from culturally and linguistically diverse backgrounds on its margins. Sports participation is predicated on conformity to existing cultural practices and expectations and it does little to facilitate cultural diversity. The women from culturally and linguistically diverse backgrounds who participated in the research did not perceive sports as particularly inclusive of gender and culture. The examination of netball demonstrated that netball has not been concerned with ????other???? women, rather it has focussed its efforts on appealing to ????mainstream???? women. While netball has not explicitly excluded the involvement of women from culturally and linguistically diverse backgrounds, neither has it actively encouraged cultural diversity. This thesis makes a contribution to knowledge in the field of sports studies with its empirical research and through the ensuing development of a framework for locating the implications of inclusion or exclusion in sports organisations and discourses. This understanding can be used to assess and inform future sports policy development and practice. Principally, the thesis seeks to acknowledge and legitimise the sports experiences of women from diverse backgrounds and in doing so provides insights into a better theoretical understanding about the nexus of gender, ethnicity and sports.
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Holubowycz, Oksana T. „An Australian study of alcohol dependence in women : the significance of sex role identity, life event stress, social support, and other factors“. Title page, contents and summary only, 1988. http://web4.library.adelaide.edu.au/theses/09PH/09phh7585.pdf.

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Buckley, Amma. „Persecution complex : women, gender and refugee determination in Australia /“. [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16981.pdf.

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Bücher zum Thema "Women in engineering Australia"

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X, McGee Richard, und SpringerLink (Online service), Hrsg. Under the radar: The first woman in radio astronomy, Ruby Payne-Scott. Heidelberg: Springer, 2009.

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A desperate passion: An autobiography. New York: W.W. Norton, 1996.

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Queensland Art Gallery. Gallery of Modern Art, Hrsg. Contemporary Australia: Women. South Brisbane, Qld: Queensland Art Gallery, 2012.

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Jones, Malcolm J. Local government engineering in Australia. Sydney: Federation Press, 1999.

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Cashman, Richard I. Wicket women: Cricket & women in Australia. Kensington, NSW, Australia: New South Wales University Press, 1991.

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Kaplan, Gisela T. Australia. New York: M. Cavendish, 1993.

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Haas, Adrian R. Para-professional engineering education in Australia. Hobart, Tasmania, Australia: Australian Institute of Engineering, 1986.

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Nijs, Jenny De. Women as designers in Australia. Melbourne: Royal Melbourne Institute of Technology, 1986.

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Carter, Ruth, und Gill Kirkup. Women in Engineering. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20409-0.

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Standish, Ann. Australia through women's eyes. North Melbourne,Vic: Australian Scholarly Publishing in association with State Library of Victoria, 2008.

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Buchteile zum Thema "Women in engineering Australia"

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Goncher, Andrea M., und Shara Cameron. „Approaches for Attracting, Retaining, and Progressing Women in Australian Undergraduate Engineering“. In Gender Equity in STEM in Higher Education, 174–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003053217-132.

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Freeman, Nicolette, Lisa French, Margot Nash und Mark Poole. „Australia“. In Women Screenwriters, 163–93. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137312372_19.

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Sutton, Jeanna. „Women in the Job“. In Policing Australia, 67–101. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-15143-1_4.

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Crawley, David B., und Michael C. Griffith. „Australia“. In International Handbook of Earthquake Engineering, 84–99. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4615-2069-6_7.

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Wisker, Gina. „Writing by Women from Australia“. In Post-Colonial and African American Women’s Writing, 202–33. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98524-3_9.

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Grey, Tanni. „Élite Women Wheelchair Athletes in Australia“. In Researching Women and Sport, 113–25. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25317-3_8.

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Ip, David, und Constance Lever-Tracy. „Asian Women in Business in Australia“. In Gender and Immigration, 59–81. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333983461_4.

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Hamano, Takeshi. „Japanese Immigration to Australia, 1880s–2000s“. In Marriage Migrants of Japanese Women in Australia, 35–64. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7848-5_3.

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de Lepervanche, Marie. „Women, Nation and the State in Australia“. In Woman-Nation-State, 36–57. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19865-8_3.

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Jamarani, Maryam. „Encountering Differences: Iranian Immigrant Women in Australia“. In Feminism and Migration, 149–64. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2831-8_8.

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Konferenzberichte zum Thema "Women in engineering Australia"

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Foley, C. P., Helen Maynard-Casely und Margaret Wegener. „Australian update on women in physics in 2014“. In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937651.

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Maasoumi, F. P., H. E. Maynard-Casely, S. Maddison, S. Kaiser und C. Foley. „Women in physics in Australia 2017“. In WOMEN IN PHYSICS: 6th IUPAP International Conference on Women in Physics. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110078.

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Foley, C. P. „Status of women in physics in Australia“. In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4794225.

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Foley, C. P., Beverly Karplus Hartline, Renee K. Horton und Catherine M. Kaicher. „Status of Women In Physics in Australia“. In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137916.

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Sharma, Manjula Devi. „The Changing Status of Women Physicists in Australia“. In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128277.

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Foley, C. P., Beverly Karplus Hartline, Renee K. Horton und Catherine M. Kaicher. „Women in Physics in Australia as the Expectations of the Modern Researcher Change“. In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137808.

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McKay, Dana, und George Buchanan. „Feed the Tree: Representation of Australia-based Academic Women at HCI Conferences“. In OzCHI '20: 32nd Australian Conference on Human-Computer-Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3441000.3441061.

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Omling, Sofia, Rachel Farber, Alexandra Barratt, Nehmat Houssami, Gemma Jacklyn, Kevin McGeechan und Sophia Zackrisson. „78 Temporal trends in the management of women diagnosed with DCIS of the breast in australia and new zealand“. In Preventing Overdiagnosis Abstracts, December 2019, Sydney, Australia. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjebm-2019-pod.90.

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Braithwaite, Dejana, Shailesh Advani, Linn Abraham, Diana Buist, Ellen O’Meara, Diana Miglioretti, Brian Sprague et al. „67 Breast biopsy patterns and findings among older women undergoing screening mammography: what is the impact of age and comorbidity?“ In Preventing Overdiagnosis Abstracts, December 2019, Sydney, Australia. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjebm-2019-pod.79.

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Cullen, Patricia, Geraldine Vaughan, Zhuoyang Li, Jenna Price, Denis Yu und Elizabeth Sullivan. „PW 1809 Counting dead women: a review of intimate-partner femicide in australia“. In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.308.

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Berichte der Organisationen zum Thema "Women in engineering Australia"

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Hunt, Jennifer. Why Do Women Leave Science and Engineering? Cambridge, MA: National Bureau of Economic Research, März 2010. http://dx.doi.org/10.3386/w15853.

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Kay, Nina W. Extended Database on Minorities and Women in Science, Engineering, and Technology. Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada197200.

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Lindquist, Christine, und Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, Juni 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Brainard, S. G. Women in engineering program advocates network (WEPAN): Evaluation of the fourth annual conference. Office of Scientific and Technical Information (OSTI), August 1994. http://dx.doi.org/10.2172/106420.

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Pfeffer, Richard L., und Robin J. Kung. DoD Science and Engineering Apprenticeship Program for High School Minorities and Women Summer 1990 Activities. Fort Belvoir, VA: Defense Technical Information Center, Januar 1991. http://dx.doi.org/10.21236/ada231910.

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Brainard, Suzanne G. Creating a global engineering community through partnerships [Evaluation of the 1998 Wepan National Conference: Women in Engineering Program Advocates Network (WEPAN) - Final Report]. Office of Scientific and Technical Information (OSTI), Dezember 1998. http://dx.doi.org/10.2172/765647.

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Kay, Nina W. Pertinent Factors that Affect the Representation of Women and Minorities in Scientific, Engineering, and Technical Careers. Fort Belvoir, VA: Defense Technical Information Center, Juli 1990. http://dx.doi.org/10.21236/ada231827.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, Juli 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler und Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, Januar 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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