Show simple item record

dc.contributor.advisorWard, Kelly A.
dc.creatorMorrison, Briana Marie Keafer
dc.date.accessioned2013-09-20T18:40:25Z
dc.date.available2013-09-20T18:40:25Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/2376/4736
dc.descriptionThesis (Ph.D.), Department of Educational Leadership and Counseling Psychology, Washington State Universityen_US
dc.description.abstractWomen continue to be underrepresented among engineering faculty despite decades of reform and intervention. To understand why more graduate women do not pursue careers in academia, this mixed methods study focuses on the experiences of women currently in graduate engineering programs, and how the graduate culture shapes their development and decisions about future careers. The study includes data from 110 U.S. and international women enrolled in graduate engineering programs at research-intensive universities.As women experience graduate engineering programs, their views of themselves and their relationships with others develop. Graduate women who experience engineering cultures that encourage collaboration, confront sexism of any form, value diversity, recognize everyone's achievements, and assess on performance rather than gender tend to develop positively. Women who experience less supportive graduate cultures struggle to develop solid identities, comfort in partnerships, confidence needed to tackle challenges, and self-authoring capacity. Women enter graduate engineering programs from diverse cultural backgrounds, and their backgrounds shape their responses to the culture of their graduate program. International women face additional challenges in U.S. graduate engineering programs and struggle more in their development. Overall, women who experience unsupportive graduate cultures are less likely to form positive views of faculty careers, less likely to identify with engineering, and less likely to have the developmental attributes needed to succeed as a faculty member in engineering. Graduate engineering culture influences women's career decisions both indirectly, through development, and directly, by giving a picture of what an academic career may be like. The findings from the study suggest that practice and policy geared toward increasing the numbers of women among engineering faculty requires cultural transformation that considers the diversity of women who enter graduate engineering programs.en_US
dc.description.sponsorshipDepartment of Educational Leadership and Counseling Psychology, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsPublicly accessible
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectHigher educationen_US
dc.subjectEngineeringen_US
dc.subjectcultureen_US
dc.subjectdevelopmenten_US
dc.subjectengineeringen_US
dc.subjectgraduate studenten_US
dc.subjectinternational studenten_US
dc.subjectwomenen_US
dc.titleDevelopment of American and Foreign-National Female Graduate Students in Engineering at Research Universities
dc.typeText
dc.typeElectronic Thesis or Dissertation


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record