MORE WOMEN IN ENGINEERING:

A 21ST CENTURY CULTURAL IMPERATIVE ?

A/Prof. Margaret JollandsA/Prof. Sujeeva Setunge, Prof. John Buckeridge

A/Prof.Tom Molyneaux

BACKGROUND

• Number of female students in Engineering

–In most developed and developing cultures about 20%

–14% Australia in 2008.

• Many initiatives to retain women in engineering

–Family work life balance

–Paid maternity leave

–Return to work programs

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How can we attract more female students to Engineering ?

What have we missed ?

PREVIOUS STUDIES ON WOMEN IN ENGINEERING• Beraud (2003)

–Males and females have similar academic performance in secondary schools

– However, female students in Engineering range from 11% in Austria to 28% in Greece

–Interdisciplinary subject matter is interesting to female students

• Cohen and Deterding (2009)

– Recruitment needs effort

• Donohoe et al. (2008)

– Culture contributes to the decision RMIT University©

PREVIOUS STUDIES ON WOMEN IN ENGINEERING CONT’D.• Goodman (2002): Barriers to recruitment of female

students in Engineering programs

–Low self confidence in mathematics and science

–Lack of pre-college experience

–Curricula, focus and pedagogy

–Lack of female peers as role models

–Gender and social issues

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SUMMARY of ISSUES

• Dominant influences on a female student’s decision to select Engineering as a career:

–Job prospects

–Interest in mathematics and science

–Confidence in mathematics and science

–Proportion of interdisciplinary content in the Engineering program

–Cultural factors, both institutional and societal

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More data

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CountryPeak

completions Year Completions Year

UK     15% 2008

USA     18% 2008

More data

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CountryPeak

completions Year Completions Year

UK     15% 2008

USA     18% 2008

Canada 22% 2003 19% 2007

Australia 17% 2003 16% 2008

What can we learn from studies on women in the workforce

• Three further factors emerge:

– Gender equality (a cultural issue)

– Need for female engineers

– Number of female academics

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Comparison of female students in Engineering in 4 regions

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• Data sources

– RMIT University, Melbourne, Australia

– Student enrolments in first year Civil, Environmental and Chemical Engineering programs

– University of Moratuwa, Sri Lanka

– Personal communication with Dr. D.Nanayakkara

– Teheran and Isfahan City, Iran

– Personal communication with Dr. Sara Moridpour

– 5 European countries

– Beraud, A. 2003, A European research on women and Engineering Education (2001–2002), EJEE 28:4 pp. 435–451

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RMIT Melbourne Australia, % female students

Comparison of female students in Engineering in 4 regions

  2009 2010 2011

Civil and Infrastructure Engineering 12 14 10

Environmental Engineering 23 14 38

Chemical Engineering 23 29 17

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University of Moratuwa, Sri Lanka, % female students

Comparison of female students in Engineering in 4 regions

  2007 2008 2009 2010

Civil Engineering 15 16 11 19

Mechanical Engineering 5 4 4 5

Electrical Engineering 17 18 15 20

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  UK Austria Germany France Greece

Total enrolments

53% 48% 45% 55% 57%

Natural Sciences

46% 52% 35% 43% 45%

Engineering 15% 11% 20% 23% 28%

Europe in 2000, % female students (Beraud, 2003)

Comparison of female students in Engineering in 4 regions

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  2006 2003

Proportion of female students in the maths and physics entrance exam in Tehran

46.4% 48.1%

Proportion of female Engineering students in Isfahan City

50.1% Not available

Iran, % female students

Comparison of female students in Engineering in 4 regions

Australia:

– Numerous “Women in Engineering” Programs

– Shortage of passionate mathematics teachers in secondary schools

– Engineering not considered a top profession

– Good job prospects (80 – 100%)

– High proportion of female academics in Engineering schools

– Different disciplines attract women in varying degrees

– Female student numbers around 5 - 40%, average 15%

Europe:

– Numerous “Women in Engineering” programs

– Engineering considered a top profession

– Good job prospects

– High proportion of female academics in Engineering

– Female student numbers around 20%

Sri Lanka:

– No “Women in Engineering” Programs

– High proportion of female academics in Engineering schools

– Engineering considered a top profession equal with medicine

– Women not encouraged to do Engineering

– Interdisciplinary content in Engineering programs is low

– Female student numbers around 15%

Iran :

– No “Women in Engineering” programs

– Engineering considered a top profession

– Females view study in Engineering as a way to freedom and a career

– Significant interdisciplinary content in programs

– Female student numbers around 50%

Conclusions

Most important elements in a recruitment campaign :

• Creating and promoting a culture where girls are encouraged to take up Engineering

– Engineering brochures appear to be male oriented

• Increasing awareness of interdisciplinary nature of Engineering

– Environmental discipline is more popular

• Activities to enhance engagement and confidence in Mathematics and Sciences in high school

– Confidence is a key precursor for choice of engineering for girls

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Thank you

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