An interpretive case study of perceptions and experiences of undergraduate women in engineering majors at Iowa State University

dc.contributor.advisor Daniel C. Robinson
dc.contributor.author Haggray, Mildred
dc.contributor.department Curriculum and Instruction
dc.date 2018-08-23T06:02:26.000
dc.date.accessioned 2020-06-30T07:02:09Z
dc.date.available 2020-06-30T07:02:09Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 1992
dc.date.issued 1992
dc.description.abstract <p>The purpose of this study was to describe and analyze the perceptions and experiences of selected undergraduate women in engineering majors at Iowa State University. Using qualitative research methods, the researcher described and analyzed the effects of selected educational environment factors on the persistence of women in engineering majors. Educational environment factors that provided the focus for the study included: classroom climate, interaction with faculty and peers, and internal support systems. Related factors that were examined included: personal fit with the major, academic preparation, and career aspirations, and preferred teaching and learning styles and methodologies. Primary data sources included semi-structured individual interviews with nine undergraduate women representing each undergraduate classification level and two focus group discussions with six to eight undergraduate women in engineering majors. Supplementary data were obtained from a related survey of undergraduate women in engineering majors sponsored by the Program for Women in Science and Engineering. A discussion and analysis of the actual experiences and perceptions of the research participants are included. Findings from the study identified negative academic environment concerns, (e.g. sexism, harassment, sex role stereotyping), inadequate and ineffective internal support systems, (e.g. poor and inadequate advising, lack of consistent mentoring and research opportunities, inadequate academic preparation in practical knowledge of scientific concepts), and lack of sufficient peer support, as some of the problems female students are experiencing in engineering. Several strategies were identified that faculty and administrators may utilize to raise awareness of the issues and concerns of female students in male dominated disciplines.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/10113/
dc.identifier.articleid 11112
dc.identifier.contextkey 6385164
dc.identifier.doi https://doi.org/10.31274/rtd-180813-9536
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/10113
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/63224
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/10113/r_9311493.pdf|||Fri Jan 14 18:14:19 UTC 2022
dc.subject.disciplines Engineering
dc.subject.disciplines Higher Education and Teaching
dc.subject.disciplines Women's Studies
dc.subject.keywords Professional studies in education
dc.subject.keywords Education (Higher education)
dc.subject.keywords Higher education
dc.title An interpretive case study of perceptions and experiences of undergraduate women in engineering majors at Iowa State University
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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