CHALLENGES OF STUDENTS IN STEM: A CLOSER LOOK AT HOW FEMALE ENGINEERING STUDENT EXPERIENCES VARY COMPARED TO THOSE OF OTHER STEM STUDENTS
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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13
- DOI
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10.18260/1-2--41387
- Permanent URL
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https://peer.asee.org/41387
- Download Count
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753
Paper Authors
Megan Conrad University of Detroit Mercy
Megan Conrad is the Clare Boothe Luce Associate Professor of Mechanical Engineering at University of Detroit Mercy. She received her PhD in Biomedical Engineering from Marquette University in 2009. Her research interests include applying principles of biomechanics, neuromechanics and ergonomics to assess human performance in healthy and disabled populations as it pertains to therapy, work and product design.
Alexa Rihana Abdallah University of Detroit Mercy
Alexa Rihana Abdallah is a professor of Civil and Environmental Engineering at the University of Detroit Mercy. She received her PhD in Environmental Engineering from the University of Michigan, Ann Arbor.
Lauren Ross
Abstract
Despite recent concentrated efforts to attract young women to STEM, female engineers remain particularly underrepresented compared to women in other scientific fields. Thus, this study aims to gain insight into STEM student experiences while comparing challenges/experiences of women in engineering (WE) to male engineers (ME) or women majoring in other sciences (WS).
An IRB approved, 31-question survey was completed by engineering and science students. The study assessed student demographics, challenges faced within their discipline, desired support from the University, feelings of representation, and perceived incidence of institutional barriers.
In total, 82 students (Engineering 46.4%; Sciences 47.6%;) completed the survey. The most common challenges to STEM students included time management (71%) and difficult curriculum (62%). Half of the students reported a need for modified/improved teaching methods. STEM students reported receiving support from family (74.4%) and fellow university students (62.8%). However, 37.2% of respondents reported not having any sort of mentor in their field of study as they navigate their college careers.
The most notable differences between subgroups occur (1) between women and men in engineering, and (2) between women in engineering and other STEM disciplines. In addition to support from family/friends, the female engineers indicated more reliance on professors as a key support system compared to other subgroups (73% WE; 48% WS; 41% ME). Additionally, 60% of WE reported personally experiencing institutional/cultural barriers related to their program of study compared to only 14% of ME, and 28% of WS.
Results of this study suggest that women in engineering still experience different challenges than male colleagues or women in adjacent STEM fields. Support efforts aimed at mentorship by faculty and established outside mentorship may lead to increased student satisfaction and improved retention rates for students across STEM disciplines.
Conrad, M., & Rihana Abdallah, A., & Ross, L. (2022, August), CHALLENGES OF STUDENTS IN STEM: A CLOSER LOOK AT HOW FEMALE ENGINEERING STUDENT EXPERIENCES VARY COMPARED TO THOSE OF OTHER STEM STUDENTS Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41387
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