closing the gender gap in engineering - nov 2010
DESCRIPTION
This presentation was designed for Education is Freedom College Counselors. This specific workshop was presented on Nov 30, 2010 by Meagan Ross ([email protected]). Abstract:A ninety minute interactive and engaging session where participants will learn about careers in engineering & the gender gap within this field. Participants will learn that life takes engineering, engineers help shape the future, and engineers are creative and collaborative problem-solvers. We will discuss gender bias in the classroom and how to use this awareness to help reach gender parity in engineering. Upon completion of the workshop, participants will be prepared to advocate careers in engineering to all students, and will have tools to recognize and address gender bias in their environment.TRANSCRIPT
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
