| Title | A new approach to increasing diversity in engineering at the example of women in engineering |
| Publication Type | Journal Article |
| Year of Publication | 2006 |
| Authors | Schafer AI |
| Journal | European Journal of Engineering Education |
| Volume | 31 |
| Pagination | 661-671 |
| Keywords | Culture, Discrimination, Diversity Institute Literature Review, Engineering, Sexism, Social support, Undergraduate, University climate, Women |
| URL | http://ezproxy.library.wisc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=22933022&site=ehost-live |
| Summary | The low retention of female students in engineering has been attributed to “the unfriendly, even hostile culture of engineering.” The author of this article emphasizes the importance of raising awareness of women’s situation in engineering. She believes that men need to be convinced of the benefits of and need for a change in the engineering climate women face. To educate the student population at one university about the problems that confront women and to show them the benefits of a diverse workforce, a mandatory “diversity lecture” was included in the curriculum for fourth-year engineering students. Students’ interest was high, and their responses were generally positive. |
| Extended Summary | To change what has been referred to as the “unfriendly, even hostile culture of engineering,” an Australian university developed a diversity lecture. This lecture was developed with the belief that raising awareness and understanding among students was the first step toward changing the climate that women experience in engineering. Because engineering professions may lose valuable contributions when women are excluded, another important objective was to convince men that the whole field would benefit if the situation of women improved. As the main idea was to instill a culture of support and collaboration, reaching all students, as opposed to only women, was important. The lecture was incorporated into a fourth year management course that was required for engineering students. In addition to the lecture, there was also a two-hour tutorial and a brief assignment. The main objectives of the lecture were:-to raise awareness of diversity issues using the example of gender diversity-to emphasize that female engineers bring unique qualities that benefit the engineering profession -to demonstrate the economic benefits of keeping women in the workforce-to show the advantages of family-friendly workplaces for menIn the lecture, the problem was outlined by both engineers and directors from Equal Employment Opportunities and Flexible Learning Services. Among the speakers was a postgraduate who described her experience in chemical engineering. She emphasized the need to encourage cross-gender cooperation and make supervisors aware of the different needs and abilities of women. Another speaker, a local engineer, emphasized that women operate differently and that they can contribute another dimension to the male workforce. Currently, engineering does not attract women because its culture does not value or recognize the ways that women can add to the field. There was enormous feedback following the lecture. Except for a few negative comments, participation was active and interest was high. In a post-lecture questionnaire, students reported a significant increase in awareness of gender issues. Many students also suggested that this lecture be presented in the first year rather than the fourth. |
| Recommendations | By creating a required “diversity lecture,” in which the diversity problem is addressed, instructors can increase awareness of women’s situation in engineering. These types of interventions can create a more supportive environment for female students. |
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