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SWE’s statement on the U.S. Supreme Court Ruling on Dobbs v. Jackson Women’s Health, which overturns the 1973 Roe v. Wade decision. Read More

Next Generation Engineers? Examining the Pathways of Adolescent Females in SWENext

Understanding the Development of an Engineering Identity

This project is a research collaboration between The University of Texas at Austin and the Society for Women Engineers and funded by grant from the National Science Foundation (NSF Award #1825328) this project is a research collaboration between the University of Texas and the Society for Women Engineers that follows a purposive sample of high school girls participating in SWENext, an organization dedicated to identifying and supporting young women interested in engineering. This study will employ a mixed-methods approach; the quantitative component will follow a sample of approximately 700-900 girls over a period of three years (as they transition from high school into college) via online surveys, while a qualitative component will similarly follow a longitudinal sample of 30 girls over time with in-depth interviews.

This project will address several aims that will extend the research on inequality in engineering and STEM fields in important ways. First, the study will examine the gender identity of SWENext members, to shed light on how these young women view their own gender and make sense of prevailing gender norms and roles. Second, it will examine whether and how peers and adults provide support and encouragement for SWENext members’ interest in engineering, recognizing the array of peers (e.g. friends, classmates, extra-curricular participants, and online peers) and adults (e.g. parents and teachers) that girls interact with, and considering the potential for conflicting messages, as some are likely supportive of girls’ non-normative interests at the same time that others negatively sanction such interests. Further, the research team will examine whether support is more available or impactful when it comes from same-gender sources. The final aim of the study is to examine how these factors help shape girls’ decision to declare an engineering major in college, as well as their engineering-related self-efficacy and identity. In addressing these three broad aims, the research team employs an intersectional lens to examine how girls’ views, experiences, and outcomes differ by racial/ethnic background.