Статті в журналах: "Gender and engineering"

1

Carver, Jeffrey C., and Alexander Serebrenik. "Gender in Software Engineering." IEEE Software 36, no. 6 (November 2019): 76–78. http://dx.doi.org/10.1109/ms.2019.2934584.

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2

Murphy, Flynn. "Engineering a gender bias." Nature 543, no. 7646 (March 2017): S31. http://dx.doi.org/10.1038/543s31a.

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3

SATO, Takashi. "Gender Equality in Engineering Fields." Journal of JSEE 66, no. 5 (2018): 5_106. http://dx.doi.org/10.4307/jsee.66.5_106.

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4

Ihsen, Susanne. "Special gender studies for engineering?" European Journal of Engineering Education 30, no. 4 (December 2005): 487–94. http://dx.doi.org/10.1080/03043790500213144.

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5

LEEVERS, HILARY. "Bringing gender equality to engineering." Engineer 301, no. 7924 (February 2021): 52. http://dx.doi.org/10.12968/s0013-7758(22)90440-4.

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6

T E Cusack, Paul. "Gender Spectrum: Homosexuality, & Gender Dysphoria." Obstetrics Gynecology and Reproductive Sciences 5, no. 1 (March 12, 2021): 01–02. http://dx.doi.org/10.31579/2578-8965/055.

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7

Tonso, Karen L. "ENGINEERING GENDER-GENDERING ENGINEERING: A CULTURAL MODEL FOR BELONGING." Journal of Women and Minorities in Science and Engineering 5, no. 4 (1999): 365–405. http://dx.doi.org/10.1615/jwomenminorscieneng.v5.i4.60.

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8

Suzanne Franzway, Rhonda Sharp, Julie E. Mills, and Judith Gill. "Engineering Ignorance: The Problem of Gender Equity in Engineering." Frontiers: A Journal of Women Studies 30, no. 1 (2009): 89–106. http://dx.doi.org/10.1353/fro.0.0039.

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9

Batóg, Jacek, and Barbara Batóg. "Engineering Studies in Poland: Gender Pattern." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 438–46. http://dx.doi.org/10.2478/cplbu-2020-0052.

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AbstractModern economy requires knowledge and skills, which are acquired by future employees mostly in the fields of education including science and engineering. The increase in the number of graduates in this type of studies can be achieved in different ways, one of which is to create conditions and increase the propensity of women to obtain this type of education. The aim of the research presented in the article is to analyse long-term trends in the number of students and graduates in Poland, with particular emphasis on engineering faculties and the participation of women. Authors using dispersion and structural similarity measures and dynamic models showed that the total number of students and graduates and the number of students in engineering studies are characterised by different patterns. At the same time, in both cases a different structure of total students and engineers by gender was observed, as well as a growing share of women.

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10

Faulkner, Wendy. "Dualisms, Hierarchies and Gender in Engineering." Social Studies of Science 30, no. 5 (October 2000): 759–92. http://dx.doi.org/10.1177/030631200030005005.

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11

Kolmos, Anette, Niels Mejlgaard, Sanne Haase, and Jette Egelund Holgaard. "Motivational factors, gender and engineering education." European Journal of Engineering Education 38, no. 3 (June 2013): 340–58. http://dx.doi.org/10.1080/03043797.2013.794198.

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12

Whigham, Myrna A. "GENDER-RELATED DIFFERENCES IN ENGINEERING STUDENTS." NACADA Journal 8, no. 1 (March 1, 1988): 35–45. http://dx.doi.org/10.12930/0271-9517-8.1.35.

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The following study compared academic achievement traits of men and women to determine why women are underrepresented in certain curricula, especially engineering. Math-related attitude and anxiety factors were examined via a questionnaire, and a number of ACT test scores were studied. The results may surprise some readers and should be of interest to all advisors working with science and/or engineering students, especially women students.

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13

Jaccheri, Letizia, Lafifa Jamal, and Valentina Lenarduzzi. "GE@ICSE." ACM SIGSOFT Software Engineering Notes 48, no. 1 (January 10, 2023): 90. http://dx.doi.org/10.1145/3573074.3573097.

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The software engineering community is realising that diversity plays a key role to the creation of a successful and competitive context for software development and research. Such diversity refers to the combination many aspects such as gender, culture, religion and geographical distribution. The purpose of this workshop is to discuss with software engineering researchers and external experts about gender issues and their interplay with the other diversity aspects. The overall goal of the workshop is to improve the state of gender equality, and in general increase of inclusion and diversity principles in the software engineering community. The 3rd Workshop edition (GE@ICSE2022) on Gender Equality in Software Engineering1 was s fully online due to COVID pandemic. We had more than 30 participants who attended all the sessions. In this edition, the workshop featured a keynote from prof. Alexander Serebrenik (Gender and Community Smells in Software Engineering) and prof. Anita Sarma (Engineering Inclusivity into Your Products). We received 20 papers from 10 countries, underscoring the international importance of this topic. 13 papers were accepted for the proceedings.

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14

Solihati, Nessy, and Ana Ana. "Gender Relations in The Technical Education Field." Innovation of Vocational Technology Education 15, no. 2 (September 4, 2019): 94. http://dx.doi.org/10.17509/invotec.v15i2.19637.

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Harmonious gender relations between men and women is needed to achieve gender equality and gender equity. The purpose of this article is to find out gender relations in engineering, especially mechanical engineering in metal casting. Relationships between male and female students and relations between male and female students and lecturers. The qualitative research is the Phenomenology technique. The informants in this study were 10 students with 4 men and 6 women and a lecturer in a Polytechnic Bandung. The results showed that the relation between male and female students did not make any difference in the process of theory and practice learning. The relationship between lecturers, male, and female students also established without any difference in the men and women gender in carrying out the task of theory and practice learning. A patriarchal culture that hinders interaction between men and women genders and lecturers who used to be attached to the engineering field has begun to disappear. The research development on gender relations in engineering must still be the focus of scientists research.

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15

Canaj, Kimete. "Gender Equality Policies and Gender Mindset in Kosovo." International Journal of Social Sciences 10, no. 1 (March 20, 2021): 1–16. http://dx.doi.org/10.52950/ss.2021.10.1.001.

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This paper discusses gender equality concerns within higher education, politics and examines the gender related policies introduced in Kosovo. Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools. These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training. Therefore, it is important to examine whether and how Kosovo attempt to combat these inequalities. Kosovo have designed policy and have supported projects targeting gender inequalities in education and incorporate specific gender equality provisions in legislation or in governmental strategies and make it compulsory for political parties to create their own gender equality policies. In politics are obliged 30% quotas for female places in Assembly, but in other Higher management positions are mostly males, for example in 6 public Universities all rectors and most deans are male. In Higher Education Institutions are two main concerns in Kosovo with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation. Firstly, it is concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being under-represented in engineering and science. Secondly, it is also concerned about vertical segregation. This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates. They participation in Higher Education its slightly increased at the doctoral level, and there are even fewer women amongst academic staff in universities, or none of them as Rector but few of them as Vice-Rector at the managerial level in universities. These two issues and the policies intended to deal with them will be discussed in this paper. 1)University of Prishtina “Hasan Prishtina” since 1970, University “Ukshin Hoti” Prizren since 2010, University “Haxhi Zeka” Peja, University “Isa Boletini” Mitrovica, University “Kadri Zeka” Gjilan und University “Fehmi Agani” Gjakova since 2011

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16

Laeser, Melissa, Barbara M. Moskal, Robert Knecht, and Debra Lasich. "Engineering Design: Examining the Impact of Gender and the Team's Gender Composition." Journal of Engineering Education 92, no. 1 (January 2003): 49–56. http://dx.doi.org/10.1002/j.2168-9830.2003.tb00737.x.

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17

Vijayalakshmi, Ms N. S., and A. H. Sequeira. "Campus Adaptations of Engineering Undergraduates by Gender." Mediterranean Journal of Social Sciences 8, no. 3 (May 24, 2017): 305–13. http://dx.doi.org/10.5901/mjss.2017.v8n3p305.

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Abstract The study aims to empirically test the relationship between types of campus adaptations across gender engineering undergraduate B.Tech students alone pursuing a four year study at Indian Institute of Technology (IIT’s) and National Institute of Technology (NIT’s) in India. The independent t - test was run with SPSS vs 21 to determine the nature of campus adaptations of IIT’s and NIT’s between undergraduate male students (n = 1268) and female students of (n = 152) with the multistage random sample of n = 1420. There is a significant relationship on campus adaptations among students by gender indicating that; campus adaptations did vary which could be attributed to the lower strength of the sample size. However, if a qualitative approach is adopted with interviews held to seek out information on nature of adaptability to campus environments, it could introspect more in-depth on the nature and levels of adaptability of female students witnessing challenges at campuses of higher learning.

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18

Cook, Maci, and Justin Chimka. "Gender and Self-Selection Among Engineering Students." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 1 (January 2015): 14–21. http://dx.doi.org/10.4018/ijqaete.2015010102.

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Gender and graduation rates of first time engineering college students have been analyzed as a function of academic and demographic variables in order to investigate the hypothesis that an advantage to women with respect to student success might be attributed to their socioeconomic advantages as a student population. The authors present descriptive, graphical, and model-based evidence to support their ideas about gender and self-selection driven by other demographic factors that leave a disproportionate number of women out of higher education, but create a group of female students more likely than their male counterparts to succeed.

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19

Ferreira, Fernanda Cristina Silva, Graciela Alessandra Della Rocca, Mareli Graupe, José Adelir Wolf, and Nathielle Waldrigues Branco. "IS THERE GENDER EQUITY IN PRODUCTION ENGINEERING?" International Journal for Innovation Education and Research 10, no. 1 (January 1, 2022): 63–79. http://dx.doi.org/10.31686/ijier.vol10.iss1.3591.

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This article aims to identify the challenges that women engineers face in their field of work. The main theoretical references are: Silva (1992), Hirata; Kergoat (2007), Carvalho; Casagrande (2011); Carvalho (2008); Casagrande et al. (2004); Lombardi (2006a, 2006b); Cabral; Bazzo (2005); Lime; Souza (2011); among others. It is a qualitative-quantitative research and data were collected through questionnaires. The 69 women who graduated from 2011 to 2018 were invited to participate in the survey. Of these 33 answered the instrument. The data show that women engineers experience gender discrimination, sexism, racism and sexual and moral harassment in their work field. Finally, these women, in 2019, reported cases of gender inequality experienced in the labor market. In this perspective, the study points out the following strategies to fight gender discrimination in the production engineering course: - include publications by renowned engineers in the teaching plans; - discuss with students and professors of the course about gender equity in the labor market.

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20

Fredua-Kwarteng, Eric, and Catherine Effah. "Gender Inequity in African University Engineering Programs." International Higher Education, no. 89 (April 15, 2017): 18. http://dx.doi.org/10.6017/ihe.2017.89.9752.

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African women are grossly underrepresented in undergraduate engineering programs across universities in Africa. This paper reviews policies that some African universities have adopted to address the problem and suggests strategies for greater gender equality.

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21

Fredua-Kwarteng, Eric, and Catherine Effah. "Gender Inequity in African University Engineering Programs." International Higher Education, no. 89 (April 15, 2017): 18–19. http://dx.doi.org/10.6017/ihe.2017.89.9840.

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African women are grossly underrepresented in undergraduate engineering programs across universities in Africa. This paper reviews policies that some African universities have adopted to address the problem and suggests strategies for greater gender equality.

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22

Hilpert, Jonathan C., Jenefer Husman, and Melissa L. Carrion. "GENDER DIFFERENCES IN ENGINEERING STUDENTS' IMAGINED FUTURES." Journal of Women and Minorities in Science and Engineering 20, no. 3 (2014): 197–209. http://dx.doi.org/10.1615/jwomenminorscieneng.2014007079.

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23

Barker, Anne M. "EFFECTS OF GENDER ON ENGINEERING CAREER COMMITMENT." Journal of Women and Minorities in Science and Engineering 7, no. 2 (2001): 28. http://dx.doi.org/10.1615/jwomenminorscieneng.v7.i2.40.

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24

Beddoes, Kacey. "Agnotology, Gender, and Engineering: An Emergent Typology." Social Epistemology 33, no. 2 (February 2019): 124–36. http://dx.doi.org/10.1080/02691728.2018.1564085.

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25

Adam, A. "Heroes or Sibyls? Gender and engineering ethics." IEEE Technology and Society Magazine 20, no. 3 (2001): 39–46. http://dx.doi.org/10.1109/44.952764.

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26

Buse, Kathleen Relihan. "Gender and Persistence in the Engineering Profession." Academy of Management Proceedings 2012, no. 1 (July 2012): 11981. http://dx.doi.org/10.5465/ambpp.2012.11981abstract.

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27

Živčicová, Eva, Tatiana Masárová, and Monika Gullerová. "Job satisfaction in the light of gender in the engineering sector in Slovakia." Problems and Perspectives in Management 20, no. 2 (April 7, 2022): 1–9. http://dx.doi.org/10.21511/ppm.20(2).2022.01.

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Job satisfaction covers all factors affecting a particular work activity. Gender is one of the internal job satisfaction factors. The purpose of the paper was to find job satisfaction differences related to gender in selected characteristics of employees working in the engineering sector. A questionnaire method was used to conduct the survey. Questionnaire items were selected from the questionnaire developed by Paul E. Spector (1994) and the Minnesota Satisfaction Questionnaire (MSQ). The respondents were employed in a Slovak engineering company, and the sample consisted of 60 respondents with balanced basic and specific characteristics. Paper questionnaires were distributed to the respondents while observing all the ethical rules of the survey. The results are expressed in means, standard deviations and p-values. In addition, a two-sample t-test was used. It was found that job satisfaction is perceived differently by male and female workers in the areas examined. Statistically significant differences were established in the areas of remuneration, recognition, and use of one’s abilities at work. Statistically insignificant areas of job satisfaction include meaninglessness of work, experiencing happiness at work more than others, and satisfaction with the relationship with supervisors. AcknowledgmentThe paper was written under the project Multiplier Effects of Human Capital Quality on Economic Performance and Competitiveness of the Slovak Economy and supported by the Grant Agency VEGA of the Ministry of Education, Science, Research and Sport of the Slovak Republic [No. 1/0357/21].

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28

Buontempo, Jenny, Catherine Riegle-Crumb, Anita Patrick, and Menglu Peng. "EXAMINING GENDER DIFFERENCES IN ENGINEERING IDENTITY AMONG HIGH SCHOOL ENGINEERING STUDENTS." Journal of Women and Minorities in Science and Engineering 23, no. 3 (2017): 271–87. http://dx.doi.org/10.1615/jwomenminorscieneng.2017018579.

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29

Blosser, Emily. "Gender Segregation Across Engineering Majors: How Engineering Professors Understand Women’s Underrepresentation in Undergraduate Engineering." Engineering Studies 9, no. 1 (January 2, 2017): 24–44. http://dx.doi.org/10.1080/19378629.2017.1311902.

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30

Riegle-Crumb, Catherine, and Chelsea Moore. "Examining Gender Inequality In A High School Engineering Course." American Journal of Engineering Education (AJEE) 4, no. 1 (May 24, 2013): 55–66. http://dx.doi.org/10.19030/ajee.v4i1.7858.

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This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.

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31

Houle, Nicole. "Gender Gap or Gender Differences? Gender and Political Participation in Canada." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 14, no. 2 (May 9, 2022): 297–345. http://dx.doi.org/10.29173/cjfy29849.

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Unequal participation in certain types of political engagement creates unequal influence on political and civil matters (Boulianne, 2022). Studies find that men and women tend to do a similar amount of political participation, with women engaging in more private and flexible forms, and men participating in more direct and collective forms (Bode, 2017; Coffé & Bolzendahl, 2010; Van Duyn et al., 2019; Pfanzelt & Spies, 2019). However, more data is needed when considering Canadian trends, especially when it comes to the causes of these trends. In this study, I conduct statistical analysis of secondary data from a February 2021 Canadian survey (n=1,568) designed by Dr. Shelley Boulianne. I determine which forms of political participation have gendered participation gaps and whether or not these are related to conflict avoidance tendencies and having political female role models. I find few gender differences in political participation. Some small gender differences persist in online forms of political participation, such as signing petitions online and commenting on news sites. Men were more likely post comments on news sites, compared to women; women more likely to sign online petitions, compared to men. As such, political participation moves online, the gender gap may be reproducing itself in online spaces.

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32

Jackson, Andrew, Nathan Mentzer, and Rebecca Kramer‐Bottiglio. "Increasing gender diversity in engineering using soft robotics." Journal of Engineering Education 110, no. 1 (January 2021): 143–60. http://dx.doi.org/10.1002/jee.20378.

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33

Harris, Betty J., Teri Reed Rhoads, Susan E. Walden, Teri J. Murphy, Reinhild Meissler, and Anne Reynolds. "Gender Equity in Industrial Engineering: A Pilot Study." NWSA Journal 16, no. 1 (April 2004): 186–93. http://dx.doi.org/10.2979/nws.2004.16.1.186.

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34

Graesser, Laura, Aleksandra Faust, Hadas Kress-Gazit, Lydia Tapia, and Risa Ulinski. "Gender Diversity of Conference Leadership [Women in Engineering]." IEEE Robotics & Automation Magazine 28, no. 2 (June 2021): 126–30. http://dx.doi.org/10.1109/mra.2021.3071897.

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35

Yauch, Charlene A. "MAJORING IN ENGINEERING: A STUDY OF GENDER DIFFERENCES." Journal of Women and Minorities in Science and Engineering 5, no. 2 (1999): 183–205. http://dx.doi.org/10.1615/jwomenminorscieneng.v5.i2.60.

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36

Heyman, Gail D., Bryn Martyna, and Sangeeta Bhatia. "GENDER AND ACHIEVEMENT-RELATED BELIEFS AMONG ENGINEERING STUDENTS." Journal of Women and Minorities in Science and Engineering 8, no. 1 (2002): 12. http://dx.doi.org/10.1615/jwomenminorscieneng.v8.i1.30.

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37

Tannenbaum, Cara, Robert P. Ellis, Friederike Eyssel, James Zou, and Londa Schiebinger. "Sex and gender analysis improves science and engineering." Nature 575, no. 7781 (November 6, 2019): 137–46. http://dx.doi.org/10.1038/s41586-019-1657-6.

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38

Rajasenan, D. "Gender Bias and Caste Exclusion in Engineering Admission." Higher Education for the Future 1, no. 1 (January 2014): 11–28. http://dx.doi.org/10.1177/2347631113518275.

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39

Laznjak, Jasminka, and Nediljka Gaurina Medjimurec. "Gender and Career in Mining and Petroleum Engineering." IFAC Proceedings Volumes 30, no. 24 (September 1997): 201–4. http://dx.doi.org/10.1016/s1474-6670(17)42258-0.

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40

Kang, Seung-Hee, and Sojung Yune. "Differences of Creativity in Engineering Students by Gender." Journal of the Korean Society of Manufacturing Process Engineers 14, no. 5 (October 31, 2015): 50–59. http://dx.doi.org/10.14775/ksmpe.2015.14.5.050.

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41

McLoughlin, Lisa A. "Spotlighting: Emergent Gender Bias in Undergraduate Engineering Education." Journal of Engineering Education 94, no. 4 (October 2005): 373–81. http://dx.doi.org/10.1002/j.2168-9830.2005.tb00865.x.

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42

Stump, Glenda S., Jonathan C. Hilpert, Jenefer Husman, Wen-ting Chung, and Wonsik Kim. "Collaborative Learning in Engineering Students: Gender and Achievement." Journal of Engineering Education 100, no. 3 (July 2011): 475–97. http://dx.doi.org/10.1002/j.2168-9830.2011.tb00023.x.

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43

Elfman, Lois. "Adams Promotes Gender and Racial Diversity in Engineering." Women in Higher Education 27, no. 11 (October 31, 2018): 11–15. http://dx.doi.org/10.1002/whe.20638.

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44

Chiquito, María, Ricardo Castedo, Anastasio P. Santos, Lina M. López, and Covadonga Alarcón. "Flipped classroom in engineering: The influence of gender." Computer Applications in Engineering Education 28, no. 1 (October 17, 2019): 80–89. http://dx.doi.org/10.1002/cae.22176.

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45

Blair-Loy, Mary, Laura Rogers, Daniela Glaser, Y. Wong, Danielle Abraham, and Pamela Cosman. "Gender in Engineering Departments: Are There Gender Differences in Interruptions of Academic Job Talks?" Social Sciences 6, no. 1 (March 14, 2017): 29. http://dx.doi.org/10.3390/socsci6010029.

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46

Cardador, M. Teresa, and Patrick L. Hill. "Career Paths in Engineering Firms." Journal of Career Assessment 26, no. 1 (December 5, 2016): 95–110. http://dx.doi.org/10.1177/1069072716679987.

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Much attention has been paid to explaining the gender disparity in engineering. While significant research examines barriers to professional entry and retention among female engineers, there is a surprising lack of research on the nature of women’s career paths within the profession. In a sample of 274 industry engineers from multiple engineering subfields and firms, we examined the relationship between gender and career path and tested the implications of career path choice for five outcomes consequential to engineers’ experience of their profession and work. We also tested for gender differences in the effects of career path on these outcomes. Our findings show gendered career paths in engineering firms and suggest that some career paths may put women (but not men) at greater risk of professional attrition. Theoretical and practical implications are discussed.

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47

Maloshonok, Natalia, Irina Shcheglova, Kseniia Vilkova, and Mariya Abramova. "Gender Stereotypes and the Choice of an Engineering Undergraduate Program." Voprosy obrazovaniya / Educational Studies Moscow, no. 3 (2022): 149–86. http://dx.doi.org/10.17323/1814-9545-2022-3-149-186.

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In Russia, as well as in the globe, there is a substantial imbalance in proportions of men and women who choose engineering undergraduate programs. As previous research demonstrated, this phenomenon can be explained by the gender stereotypes about better natural abilities of men to understand mathematical and engineering subjects. The paper is aimed to define the prevalence of gender stereotypes and gender differences in the choice of engineering majors, and explore associations between gender bias and the reasons for major choice. The survey data about undergraduate engineering students collected in one regional Russian university with strong focus on technical science was utilized (N = 1791). According to our results, the most widespread gender stereotypes among engineering students are that men better understand physical phenomena and patterns and have more developed technical and logical reasonings, while women are more neat and diligent. Reasons for engineering program choice do not significantly differ for men and women students. However, men students affected by gender stereotypes more often reported their wish to get a good job after graduation as a reason for major choice. While, women students, affected by gender stereotypes about better natural math abilities of men, more often reported that their major choice was made by the influence of family. Moreover, women are less satisfied with their choice of university and undergraduate program.

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Lord, Susan M., Richard A. Layton, and Matthew W. Ohland. "Trajectories of Electrical Engineering and Computer Engineering Students by Race and Gender." IEEE Transactions on Education 54, no. 4 (November 2011): 610–18. http://dx.doi.org/10.1109/te.2010.2100398.

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Bowman, Keith J. "Gender diversity changes in a small engineering discipline: materials science and engineering." Equality, Diversity and Inclusion: An International Journal 30, no. 2 (February 15, 2011): 127–44. http://dx.doi.org/10.1108/02610151111116517.

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Giebel, Sonia, AJ Alvero, Ben Gebre-Medhin, and Anthony Lising Antonio. "Signaled or Suppressed? How Gender Informs Women’s Undergraduate Applications in Biology and Engineering." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312211275. http://dx.doi.org/10.1177/23780231221127537.

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How does gender inform initial academic commitments and narrative self-presentation in science, technology, engineering, and mathematics (STEM) fields during the college application process? Analyzing 60,000 undergraduate applications to the University of California, the authors surface two key findings. First, extant gender segregation of academic disciplines also manifests in intended major choice. Additionally, gender and SAT Math scores together strongly predict intent to major in biology and engineering, the most popular and gender-segregated majors. Second, using natural language processing, the investigators find that author gender is more predictive of essay topics written by prospective engineers than prospective biologists. Specifically, women intending to major in engineering write about essay topics that signal their gender identity to a greater degree than women intending to major in biology, perhaps to mitigate gender-transgressive academic commitments. The authors subsequently argue that prescriptive and proscriptive ideas about men and women’s academic choices remain highly salient in a moment of imagining future academic and professional selves.

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