For a number of years, the United States has recognized the shortage of individuals in science, technology, engineering, and mathematics (STEM). Programs and initiatives have been created and implemented (Karahan et al., 2015), STEM curricula have been developed by middle and high schools (Christensen, Knezek, & Tyler-Wood, 2015), and funding has been directed by the government to increase presence in these areas. Despite these efforts, the disparity in the number of women in specific STEM careers, particularly, engineering and computer science persists.
The purpose of this mixed methods phenomenological study is to determine why women are underrepresented in engineering and computer science, and to determine the positive motivators and barriers that women in the field have experienced. By determining these positive factors and barriers, we may develop programs and procedures that will encourage young women and help them to achieve success in attaining a career in engineering or computer science. The current study was guided by three research questions. An online researcher-constructed questionnaire was administered to STEM practitioners in 100 organizations and follow-up interviews were conducted with a small subsample of the participants. The responses were categorized as positive factors or negative barriers. There were 102 positive factors identified which were categorized into 12 groups. Chi-squares were run to find the attainment of CSE and NON-CSE careers by gender yielding a statistically significant result. ANOVAs were also run to determine the statistical significance of the influence of various motivating factors by gender. Based on the results of the study, recommendations for policies were made that can bring equity for women in the fields of engineering and computer science.
|Commitee:||Kenney, John, Swamidass, Josh|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Computer science, Womens studies, Engineering, Science education|
|Keywords:||Computer science, Engineering, STEM, Women|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be