| Popis: |
Despite the increasing need in industry for a diverse population of qualified engineers, women comprised approximately 20% of engineering graduates in 2017, and only 16% of practicing engineers. This mixed methods study examined how the creative self-efficacy (CSE) of undergraduate women engineering majors affected how they described themselves as creative, in relation to their lives experiences that lead them to a level of success in the major. From a social constructionist and pragmatist perspective, the researcher conducted a survey of 121 undergraduate women engineering students from two colleges, and a from a professional engineering organization for women. She then conducted semi-structured interviews of 15 participants with different levels of CSE who met criteria for success in the engineering major. The research questions that guided this study were: (1) What is the relationship between the CSE of undergraduate women engineering students and their beliefs about creativity? (2) In what ways do undergraduate women engineering students describe their creativity and how their lived experiences influenced their decision to major in engineering? (3) How do the lived experiences of undergraduate women engineering students relate to their CSE? The findings and results of this study lead to several conclusions: (1) an increase in belief that creativity can improved likely results in an increase in CSE for women engineering students with higher than average GPA, and who identify with the engineering major; (2) creativity and engineering are not clearly defined or connected, which may lead to a decrease in CSE of female students, negative perceptions of engineering, and contribute to the belief that creativity cannot be changed; (3) perseverance likely results in the success of female students who seek engineering, across the continuum of CSE; (4) engineering-centered experiences likely result in the success of female students who seek engineering, across the continuum of CSE; (5) positive personal influences, and gender-specific social networks likely result in the success of female students who seek engineering, across the continuum of CSE; (6) negative classroom experiences at all educational levels that lack engineering-centered-experiences allow for gender bias, and do not cultivate a welcome atmosphere, likely inhibit student success, particularly of female students. The results of this study indicated that creativity and engineering must be clearly defined and connected in education and throughout society. Educational reform at all levels is needed to include more engineering-centered experiences that encourage creativity in an atmosphere that cultivates equality and welcomes diversity. This will enhance the educational experience for all students, help to increase their CSE, and encourage more female students to choose engineering as a major. The need for future research involves extending this study to include additional students, educational leaders, and working professionals to further explore engineering in education and in the profession. The goal of this study was to enhance the pathway into engineering as a career for all students, particularly women. Educational reform to increase the number of women in engineering is timely and necessary, for the sustainability of the economy and for the benefit of our diverse society. |
