Gender disparity in engineering as a function of physics enrollment and its implications for civil engineering

DC FieldValueLanguage
dc.contributor.authorLaefer, Debra F.-
dc.date.accessioned2010-08-03T15:57:09Z-
dc.date.available2010-08-03T15:57:09Z-
dc.date.copyright2009 ASCEen
dc.date.issued2009-07-
dc.identifier.citationJournal of Professional Issues in Engineering Education and Practiceen
dc.identifier.issn1052-3928-
dc.identifier.urihttp://hdl.handle.net/10197/2286-
dc.description.abstractDespite tremendous advances by women in the natural and applied sciences, where in selective fields women have surpassed men in the earning of doctoral degrees for more nearly 20 years, female enrollment levels in engineering continue to be a fraction of male enrollment. Gender disparities of more than 60% persist in undergraduate engineering enrollments and have recently worsened. As American female Civil Engineering enrollment has been flat for over 25 years, efforts must be taken to understand this stasis. This paper focuses primarily on secondary education preparation in terms of both attitudes towards and enrollment levels in pre-engineering courses such as calculus, chemistry, and physics. Additional consideration is given to enrollment and achievement in advanced placement courses, as reflected in national examination rates. This paper concludes that secondary school participation and achievement in physics courses is a critical differential factor as one explanatory element of female engineering enrollment levels and provides specific recommendations as to how to increase interest, enrollment, and achievement in physics, including the segregation of entry-level engineering courses based on previous experience.en
dc.description.sponsorshipNot applicableen
dc.format.extent352021 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherAmerican Society of Civil Engineering (ASCE)en
dc.relation.requiresCritical Infrastructure Group Research Collectionen
dc.subjectEngineering educationen
dc.subjectWomenen
dc.subjectMathematicsen
dc.subjectSchoolsen
dc.subjectUndergraduate studyen
dc.subjectWorkplace diversityen
dc.subject.lcshEngineering--Study and teaching--Sex differencesen
dc.subject.lcshSex differences in educationen
dc.subject.lcshWomen in engineeringen
dc.titleGender disparity in engineering as a function of physics enrollment and its implications for civil engineeringen
dc.typeJournal Articleen
dc.internal.availabilityFull text availableen
dc.internal.webversionshttp://dx.doi.org/10.1061/(ASCE)1052-3928(2009)135:3(95)-
dc.statusPeer revieweden
dc.identifier.volume135en
dc.identifier.issue3en
dc.identifier.startpage95en
dc.identifier.endpage101en
dc.identifier.doi10.1061/(ASCE)1052-3928(2009)135:3(95)-
dc.neeo.contributorLaefer|Debra F.|aut|-
dc.description.adminNeed to link to publisher version - http://cedb.asce.org/cgi/WWWdisplay.cgi?172722. au ti ke- 100721 RBen
item.grantfulltextopen-
item.fulltextWith Fulltext-
Appears in Collections:Urban Institute Ireland Research Collection
Critical Infrastructure Group Research Collection
Civil Engineering Research Collection
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