Meagan RossPh.D. Student

Engineering EducationPurdue University

CLOSING THE GENDER GAP IN ENGINEERING

A partnership with the Dallas Women’s Foundation

30 November 2010

Tegwin PulleyStrategic Planning &

DiversityWomen of TI Fund

Objectives You will be able introduce students to

careers in engineering based on artifacts, news, and the environment around you

You will learn about the gender gap in engineering, and be prepared to address

issues impeding girls’ entry into engineering

Life takes engineering

In groups of 2 or 3, make a list of 20 things

you’ve used TODAY that have been

engineered.

Activity

Life takes engineering

Can you identify ONE thing that you used today that wasn’t touched

by an engineer?

Activity

Status

Science, Technology, Engineering, & Math are necessary for

sustaining US capacity and global competition for technological

innovations

Life takes engineering

Application

How can you use these activities to talk about engineering with

your students? What is the impact?

Engineers make a world of

difference and help shape the futureExample

Engineers make a world of

difference and help shape the futureExample

Engineers make a world of

difference and help shape the future

Tom LandryIndustrial Engineer

Example

• The most common undergraduate degree among Fortune 500 CEOs is Engineering.

• 1 in 5 CEOs have an engineering degree.

Source: Spencer Stuart 2005 Report

Engineers make a world of

difference and help shape the futureExample

Engineers make a world of

difference and help shape the future

Business Leader

Doctor

Marketing& Sales

Patent Lawyer

Teacher

Chemical

Mechanical

Civil

Electrical

Environmental

Engineers make a world of

difference and help shape the future

Application

How can you use real life Examples to introduce engineering

to your students?

How do engineers think & work?

Engineering Design Process

Boston Museum Of Science

Engineersare creative and

collaborative problem-solvers

Engineersare creative & collaborative

problem-solvers

Application

How can you use this knowledge to advocate career/education opportunities

in engineering to your students?

Kim Elshot Alvarez

My Journey and Experiences

About Me

Kim Elshot Alvarez Texas Instruments, Dallas TX

• Customer Quality Engineer (Feb 2010-present)• Product Manager (July 2008-Feb 2010)• Process Integration Engineer (Apr 2006-Jun 2008)• Process Engineer (Feb 2004- Apr 2006)

Lucent Technologies, Orlando FL• Process Engineer (May 2000-Jan 2004)

Education• BS in Mathematics• BS in Mechanical Engineering• MS in Materials Science and Engineering (Dec 2010)

(More) About Me

Born in Suriname

Move to the US at age 12

English was not my native language

Math/Science is a “Universal Language”

Why Engineering? Solid foundation for many career options Impacts Everything Applications that improve

• Health

• Happiness− Gaming systems, HDTVs, Home theater− Smart Phones, Portable Media players, Cameras, Tablets

− HVAC

• Safety− Transportation and Automotive (Vision control, central

body control, infotainment, car access) − Security (Baby monitors, surveillance camera, fingerprint

biometrics, smoke detectors, Security Scanning)

Approximately 50% of middle school students indicate that they do not plan to

take mathematics and science courses beyond what their schools require.

However, the same students indicate that they would be interested in going to college, and taking college-level mathematics courses.

Work Valuesintrinsic values typically refer to the importance

placed on autonomy and interest

social values refer to an importance placed on

working with people and making contributions to

society

extrinsic values refer to an importance to make money and have job

security

prestige values refer to an importance placed on

having a prestigious and respected occupation

Work Values

White

African Amer.

Asian

African Amer.

Asian

Latino/amales

females

StrategiesUse common technology artifacts to initiate

conversations (food packaging, office supplies, electronics) to introduce STEM careers.

Use the environment around you (construction sites, news articles, healthcare, etc.) as tools to introduce importance & value of STEM careers.

Connect students with mentors or host guest speakers. (DFW-STEC)

Take advantage of course selection conversations to navigate students toward STEM careers.

Talk to parents about encouraging their children to consider STEM careers.

Application

for Introducing Students to Careers in STEM

AwarenessInterestConfidence

1970

SteM Careers, Preparing StudentsGender Bias & Stereotypes

ImplementationSurvey

Questions & Closing

F: 20%

F: 6%

F: 30% M: 8%

C1970: A survival manual for the girl who wants it allWhy shouldn't a girl have everything: career, husband, children, and a fascinating social life.

Implicit bias

About 70% of more than half a million Implicit Association Tests completed by citizens of 34

countries revealed expected implicit stereotypes associating science with males

more than with females

SteM Careers, Preparing StudentsGender Bias & Stereotypes

ImplementationSurvey

Questions & Closing

Implicit stereotype = gender inequality

GirlsGirls earn more credits in math & science

courses than boys

Female high school graduates have a higher combined GPA in math & science

courses than boys

In 2009, 55 percent of AP test-takers were girls, but in STEM-related areas on 41%

While more females are participating in AP math & science, they are not performing

at the levels of their male counterparts

Application

In Math & Science

AwarenessInterestConfidence

Gender Gap in Engineering

• Remaining steady over the past two decades, only 18.6% of undergraduate engineering students are women.

• In the workforce, only 1 out of 10 engineers is a woman.

Computer Engineer 2010 Barbie Doll

Leaky Pipeline

Chilly Climatevs.

Attracting and retaining more women in the STEM workforce will

maximize innovation, creativity, and competitiveness

Strategiesteaching females students that success in mathematics

and science is not based on innate ability

increasing exposure of female students to successful female mathematicians, scientists, & engineers

providing “prescriptive, informational feedback”

Application

strategies to encourage females in STEM

creating classroom environments that engage and create lasting interest in science and

math

Have girls recruit girls: attain a critical mass

Emphasize usefulness and relevance

Start early and young

3-2-1 Reflection

List 3 things you learned in this session on engineering & it’s gender gap

List 2 things you will do differently given this knowledge

List 1 actionable item based on what you’ve learned

Objectives You will be able introduce students to

careers in engineering based on artifacts, news, and the environment around you

You will learn about the gender gap in engineering, and be prepared to address

issues impeding girls’ entry into engineering

Backup

References

Closing the gap in engineering

mail@MeaganPollock.com