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TABLE OF CONTENTS

I. Introduction……………………………………………………………….......1
II. Methodology…………………………………………………………………11
III. Results………………………………………………………………………..13
IV. Discussion………………………………………………………………...….18
V. References……………………………………………………………………20
VI. Appendices………………………………………………...…………………22
 1

INTRODUCTION

While research studies, policy and practices have dedicated a great deal of effort in

the past years towards increasing the representation of women in engineering, women

remain underrepresented in most fields, both academics and labor. Gender stereotypes in

society and their reflection in engineering were found nearly everywhere, but most

positions and traditional attitudes had shown in the same fields where traditional role

and labor division existed. All stereotypes define men as predominant and more fitted

for leadership role. As of today STEM focus of attracting more women into engineering

is on target. More women will be available to de-fang bias as it surfaces (Salton, 2016).

Business and economic related arguments for retaining women in STEM careers have,

however, been criticized by some authors as in advertently discriminatory ideas about

women (Whyte, 2010) Further, there are evidences of increased number in women

entering the field between 1970 and 1990. According to a 2013 report by STEM

connector and My College Options, a significant gender gap among STEM students still

exists. Nationally, only about 14.5% of female students expressed interest in STEM,

compared to about 40% for their male counterparts (Crawford, 2014) ─this growth has

slowed down in decades.

The gender gap in engineering presents a significant problem within society’s

educational and economic landscapes. The gap in participation of minority groups is not

as large as the gender gap, but race and ethnicity are also key factors in understanding the

full spectrum of women's participation in science and engineering (Muller, 2003) Despite
 2

addressing this issue, women engineers are complying with the male-dominant

engineering scientific system instead of changing its structure (Bohannon, 2016) In

recent years, the U.S. government has consistently identified the field of engineering,

among related science, technology, and mathematics fields, as an area of national need

(Huhman, 2012), declaring that a strong and well-prepared STEM workforce is “crucial

to the world’s innovative capacity and global competitiveness” (Adams, 2014). Applied

within the engineering field, the significantly low proportion of women in engineering

majors compared to higher education suggests that the field has not maximized the full

potential of its female members. In order to maintain and maximize its technological

competiveness in the global market, diversifying the engineering workforce is essential to

the nation’s economic state (Goodrich, 2016). Moreover, research has stressed the

importance of diverse classroom and work environments, which tend to foster creativity

and problem solving skills.

A number of factors are influencing the low participation of girls and women in

STEM. These include wider sociocultural and labor market preconceptions which greatly

affect career choices and perspectives among young people, especially with regard to

which professions are perceived as well-suited for women or men (Ford, 2016)

Therefore, the underrepresentation of women in engineering may restrain the potential for

productivity in a field that stands with the advantage from a different set of

correspondent. Why do women remain underrepresented in engineering fields? Although

a great deal of research has attempted to understand the factors of women’s

underrepresentation in the STEM fields in total, comparatively less empirical work has

examined what predicts individuals’ decisions to pursue particular STEM fields, such as
 3

engineering. Study finds, women often feel marginalized, especially during internships,

other summer work opportunities, or team-based educational activities (Dizikes, 2016).

The lack of narrowed selection of STEM fields is problematic given that these fields are

permanently distinct and may attract different types of students (Camera, 2015). It is

certainly reasonable to assume, for example, that engineering majors may well differ

from biology majors in their backgrounds and values. In the scientific laboratories male

and female scientists fall easily into stereotypical behaviors, which may unintentionally

perpetuate women’s subordinate status (Clayman, 2006) By differentiating between

STEM fields, authorities may effectively target gender gaps in particular areas of STEM.

Research shows regarding the factors of majoring in engineering suggests that women

choose not to pursue this field for a variety of reasons. In which, 40% of females who

have engineering degrees leave the profession or never enter the field and that seems like

a terrible waste of resources for me as an educator, and for you as a taxpayer (NanoGirl,

2015). These include a wide range of factors from population’s background

characteristics such as race/ethnicity service orientation and measures of affect such as

self-concept (Logel, 2014).

Gender pay gap among engineers are highly prominent as male and female

engineering staff has closed by six per cent in the last couple of years. But the gap

between applicants is still huge, with eight times more men than women applying for jobs

within engineering (Sanghani, 2015) Still others have underscored the role of K-12

schooling experiences that favor men’s interests and aspirations in engineering-related

fields (Clave, 2015). Importantly, these ranges of potential causes and/or detractors

related to women’s participation in engineering are understood to occur across a wide

 4

range of experiences, opinions, and self-perspective. Despite this progress in

understanding the gender gap in engineering, more research is required to understand the

complexities of what leads men and women to pursue an engineering degree in college.

In particular, the research has not yet considered whether and how the factors of men’s

and women’s engineering major aspirations have changed over time.

Title – Author – Year – Important Information Summarized –

Publication Paraphrased – Directly
Quoted Ideas

Title: The Misinterpretation of “The gap in participation of

Underrepresentation of
Women in Engineering and
Related Sciences: Pursuing
Two Complementary Paths to
Parity
Author: Carol B. Muller
Year: 2003
Publication: National
Academy of Sciences
Women in Engineering- minority groups is not as
academically and large as the gender gap, but
workforce race and ethnicity are also
key factors in understanding
the full spectrum of
women's participation in
science and engineering. “

Title: Top Issues and Issues of women in “In the scientific

Solutions for Women Faculty
in Science and Engineering
Author: Michelle R.
Clayman
Year: 2006
Publication: Standford
University
engineering in workforce laboratories male and
and its solution female scientists fall easily
into stereotypical behaviors,
which may unintentionally
perpuate women’s
subordinate status”

Title: Women in Science and
Engineering Research Project
Author: Rebecca Whyte
Year: 2010
Publication: The Scottish
Government
Woman plays a major role “The business and
in the development of economic related arguments
Engineering for retaining women in
( economically ) STEM careers have,
however, been criticised by
some authors as in
advertently discriminatory

Title: Why do women leave
Engineering?
Author: Peter Dizikes
Year: 2016
Publication: MIT News
Office
Title: Closing Gender Gap in
STEM
Author: UNESCO
Year: 2016
Publication: UNESCO
Bangkok and KWDI
Title: Male-dominated
engineering has an 87 per cent between male and female
gender gap - but it pays pretty engineers has narrowed.
well
Author: Radhika Sanghani
Year: 2015
Publication: The Telegraph
Title: Social Science
5
ideas about women”
Group dynamics of “Study finds, women often
teamwork and internships feel marginalized,
deter many women in especially during
profession internships, other summer
work opportunities, or
team-based educational
activities”
Gender gap among the “A number of factors are
fields of STEM influencing the low
participation of girls and
women in STEM. These
include wider sociocultural
and labor market
preconceptions which
greatly affect career choices
and perspectives among
young people, especially
with regard to which
professions are perceived as
well-suited for women or
men.”
The gender pay gap “The gender pay gap
between male and female
engineering staff has closed
by six per cent in the last
couple of years.
But the gap between
applicants is still huge, with
eight times more men than
women applying for jobs
within engineering.”
“These include a wide
range of factors from
population’s background
characteristics such as
race/ethnicity service
orientation and measures of
affect such as self-concept”
─ (Logel, 2014).
Targeting stereotypical “According to a 2013 report

Research
Targets Female Engineers
Author: Mark Crawford
Year: 2014
Publication: ASME.org
Title: Female engineers
publish in better journals, but
receive fewer citations
Author: John Bohannon
Year: 2016
Publication:ScienceMag.org
Title: 40 Percent Of Female
Engineers Are Leaving The
Field. This Might Be Why.
Author: Rebecca Adams
Year: 2014
Publication: The Huffington
Post
Title: Sexism in Engineering
and Science – you only know
what you know
Author: NanoGirl
Year: 2015
Publication: matterchatter
Title: The engineering gap
Author: Philippa Goodrich
Year: 2016
Publication: Business
reporter
Title: STEM Fields And The
Gender Gap: Where Are The
Women?
Author: Heather R. Huhman
Year: 2012
Publication: The Little Black
Book of Billionaire Secrets
roles of women in
engineering
Engineering papers with a
woman as lead author
were published in more
prestigious journals, on
average, than male-led
studies
Women are leaving
engineering due to
difficult workplace
conditions.
Her own experiences
within the field of
Engineering in relation to
gender gap
Awareness of women are
not stereotypically seen as
problem solvers in any
view
Solutions and the root
cause of women not
pursuing fields in STEM
6
by STEMconnector and My
College Options, a
significant gender gap
among STEM students still
exists. Nationally, only
about 14.5% of female
students expressed interest
in STEM, compared to
about 40% for their male
counterparts.”
"Women engineers are
complying with the male-
dominant engineering
scientific system instead of
changing its structure"
“ STEM workforce is
‘‘crucial to the world’s
innovative capacity and
global competitiveness’’
“40% of females who have
engineering degrees leave
the profession or never
enter the field, and that
seems like a terrible waste
of resources for me as an
educator, and for you as a
taxpayer”
“In order to maintain and
maximize its technological
competiveness in the global
market, diversifying the
engineering workforce is
essential to the nation’s
economic state
“In recent years, the U.S.
government has
consistently identified the
field of engineering, among
related science, technology,
and mathematics fields
(STEM), as an area of
 7

Title: Gender Bias in
Engineering: Root Cause
Analysis
Author: Gary J. Salton, Ph.D.
Year: 2016
Publication: Professional
Communications, Inc.
national need"
Gender Bias in “The STEM focus of
Engineering attracting more women into
engineering is on target.
More women will be
available to de-fang bias as
it surfaces”

Title: K-12 offers STEM
Author: David Clave
Year: 2015
Publication:
engineering.edu/k12stem
Title: Women Still
Underrepresented in STEM
Fields
Author: Lauren Camera
Year: 2015
Publication: usnews.com
Handling STEM in K-12 “Still others have
program underscored the role of K-
12 schooling experiences
that favor men’s interests
and aspirations in
engineering-related fields
Prominent problems “The lack of narrowed
issued on STEM fields in selection of STEM fields is
line with women problematic given that these
fields are permanently
distinct and may attract
different types of students “

The perspective of society towards woman has more negative impact than men in

the profession of becoming an engineer. Lot of roots and causes was stated on different

recent studies but they overlook more on the cause of stereotyping in job-related studies.

Some research studies focused on identifying the reason of existence of gender

discrimination concerning its workplace, workforce and environment in school. Its

existence made women feel they’re not belonging in the field of science and technology.

All individuals in a workplace should have the quality of coordination and assistance in

workforce that would help every individual to adjust. The research stated that company’s

human resources department was responsible on the existence of sexism in workforce.

 8

Female engineers tend to experience being taken down by superiors or older individuals.

However, it lacked of data needed to support the research itself.

It is also included in some research that shows the environment of school and its

influence has an effect concerning women for giving them causes to leave the profession

early. Environment at school was the largest factor contributed on influencing students to

choose their career and profession.

A lot of individuals conducted research prior to sexism and stereotyping of

society towards women in engineering. However, these studies have failed to determine

the cause why stereotyping of genders in the profession of engineering and the

discrepancy between the similarity of workplace and job despite of gender

discrimination. Although they have presented information that supports the idea, it is not

that enough to raise the awareness of importance in sex segregation on women.

Regarding the differences in aptitude and achievements accomplished by women,

it does not appear to clarify the lower rates of women concerning their participation in

engineering and science. The society used to assume that women left scientific and

technical fields of study because they find it quite difficult. Research suggests that

women switching out of science and engineering majors in college have higher GPAs in

these fields than do men who stay in such majors. It appeared that girls and boys were

about the same levels when they approached taking math and science classes in high

school. College appears to be different as students show their interest pursuing their

career, still gender difference was present.

 9

The greater involvement of female in science related to technology and academic

could be the foundation to improve and change the culture for the better. Some stated that

the higher the percentage of women in workforce could make a big difference on how

engineer was represented and done. However, it is challenged by other authors that the

greater percentage of women involved in engineering might change the tradition and

culture has been criticized.

Culture was stated as the cause of sexism and gender discrimination concerning

the effect of it in career and stability of status. Unfortunately, less attention was given

regarding other causes prior to environment including the influence of schools and

universities on briefing the purpose of the research.

Specifically, it seeks to address the following.

1. to determine the perspective of a female engineering students on

dealing with stereotypical concept concerning courses of their choice

and how they cope up with it;

2. To seek the reasons why less women take engineering courses

This research will be conducted in De La Salle University - Dasmarinas. It will be

carried out on the 2nd semester of the school year 2016-2017 of Grade 11 students. The

researchers plan to interview eight female engineering students from different

engineering courses and two female engineers to know their experiences when they were
 10

still in their college years. We consider that the interviewees should already have

experiences in being an engineering student in order for our research to work. The

researchers will also use a semi-structured interview for all of the interviewees so that we

may provide flexibility in having a focused, conversational, two-way communication in

discussing details and ideas. Before we conduct the interview, the researchers will plan a

schedule for them to prepare for the interview. Each interview will last within thirty (30)

to sixty (60) minutes. During the interview the researchers will collect the data through

an audio medium so that the information that we will get from the interviewees will be

accurate and clear. After conducting the interview, the researchers will transcribe the data

into text so as to understand the given information better before we arrive into a

conclusion and understand the experiences of a female engineering student.

 11

METHODOLOGY:

The study aims to determine the underrepresentation of women in engineering

courses written by senior high students of De La Salle University Dasmariñas in Cavite.

Specifically, it seeks to address the following.

1. to determine the perspective of a female engineering students on

dealing with stereotypical concept concerning courses of their choice

and how they cope up with it;

2. To seek the reasons why less women take engineering courses

The type of qualitative research conducted was phenomenological. The reason it

was chosen is due to underlying phenomenon about the stereotyping of gender in

engineering courses and we want to look and gather data through the use the participant’s

experiences to the phenomenon. Its focus is to study and observe the subjective

experience of the target participants. It will gather the person's perception concerning a

specific event on which the subject saw it exists externally and how will they interpret

those experiences.

The researchers used purposive type of sampling that set a criteria for the

selection of our participants. The participants shall meet the requirements of the criteria

for us to gather accurate data regarding the current phenomenon.

The research will be employed in De La Salle University - Dasmarinas. Semi-

structured type of interview will be used in gathering the data. Before the researchers
 12

conduct the interview, the researchers will plan a schedule for appointment for them to

prepare for the interview. The interview will last within thirty (30) to sixty (60) minutes.

The researchers will meet them at their desired place wherein both the interviewer and

the interviewee are comfortable but only limited inside of the research locale. During the

interview, the researchers will record the conversation using a microphone or any

recording device available. The researchers will convert the audio to text and transcribe it

for clearer and credible data. A picture together with the subject shall be taken and audio

files will be kept as proofs of evidence that the interview was conducted.
 13

RESULTS
 14

Researchers interviewed 90% of the participants. 10% of the participant refused to

be interviewed for being ill. Only 20% of the participants were an engineer and 80% were

female students of De La Salle Dasmariñas in the field of engineering.

The researchers asked the participants for their insights about the stereotyping

phenomenon concerning engineering were only for men. 100% of the participants

disagreed and showed rejection about the idea. Some of the participants said that engineer

were a course for all gender.

 15

The researchers asked the participants if they experienced inferiority. The results

showed that 67% of the participants does not yet experienced nor saw inferiority in their

field of engineering. The other 33% of the participants have an experience of inferiority

mostly in academics. According to Factoran, the inferiority they felt is due to how men

can catch up and master the lesson easily compared to them.

 16

The researchers are interested regarding the dominance of male students in their

chosen course of engineering. 33% of the participants stated that there was equal

dominance on both gender. 63% of the participants stated that their chosen field of

engineering were dominated by male students. The results showed that engineering was a

male dominated profession.

 17

The researchers wanted to know the participant's experience concerning

professors that gave more attention to male students or compared to female students. The

results clearly showed that 56% of the participants does not experienced nor saw

professors showing more attention to male engineers compared to female. Other 44% of

the participants claimed that it was present in their course due to reason that male

students excel in solving skills especially in math-related subjects compared to female

students.
 18

DISCUSSION

The research that has been conducted aims to determine the perspective of

female engineering students on dealing with stereotypical concepts on courses of their

choice and how they cope up with it. The research also seeks the reason behind on why

fewer women take engineering courses. Earlier researches has suggested that women

aren’t that much capable in the workplace and that there is a gender gap between STEM

students or gender bias in fields of engineering but it also suggests that the gender gap

has narrowed down through time and women are now seen as potential problem solvers

in engineering. In conducting the research, the researchers have gathered data through

interviewing (10) ten female engineering students and (90%) ninety percent has agreed to

be interviewed while the other (10%) ten percent refused. The insights of participants on

the idea that engineering is only for men has resulted to a (100%) hundred percent

disapproval which implies that women also plays a big part in engineering. When it

comes to the feeling of inferiority in taking the course of engineering, (33%) thirty-three

percent of the participants has experienced or felt inferior to men while (67%) sixty-

seven percent had no experience of inferiority. Male dominance in engineering has been

quite a fact for anyone who plainly has knowledge about engineering and its courses.

(67%) sixty-seven percent of the participants said that their course in engineering is

dominated by men and (33%) thirty-three percent said that it is not dominated by male

because female students has also excelled in their own choice of field. The researchers

also asked about the biases of professors showing more attention to male more than

female and (44%) forty-four percent of the participants agreed to have experienced
 19

encountering professors having biases towards male engineering students and (56%)

didn’t agree or haven’t experienced it.

After conducting the research, it has been concluded that gender stereotypes are

still present in the modern time and there is an underrepresentation of women in

engineering. The study shows that engineering is still dominated by men but women are

slowly adapting for they too have excelled in their own fields of engineering. The study

concludes that women maybe underrepresented but they are also prioritized by

companies for their intellectual skills. As said in the previous studies, the researchers

agree that the gender gap is narrowing down. There are still differences academically and

in workforce but both men and women have the ability to cope up with it. The research

proves that there is an underrepresentation of women in engineering.

The researchers recommend that the next researches continue to replicate the

research study as it is also a growing situation and it might have an unexpected change in

the future. The researchers also recommend for the next researchers to interview more

participants coming from a variety of courses.

 20

REFERENCES:

Carol B. Muller., (2003). The Underrepresentation of Women in Engineering and Related

Sciences: Pursuing Two Complementary Paths to Parity: National Academy of Sciences

Michelle R. Clayman., (2006). Top Issues and Solutions for Women Faculty in Science
and Engineering: Standford University

Rebecca Whyte., (2010). Women in Science and Engineering Research Project: The
Scottish Government

Peter Dizikes., (2016). Why do women leave Engineering?: MIT News Office

UNESCO., (2016). Closing Gender Gap in STEM, UNESCO Bangkok and KWDI

Radhika Sanghani., (2015). Male-dominated engineering has an 87 per cent gender gap -
but it pays pretty well: The Telegraph

Mark Crawford., (2014). Social Science Research Targets Female Engineers: ASME.org

John Bohannon., (2016). Female engineers publish in better journals, but receive fewer
citations: ScienceMag.org

Rebecca Adams., (2014).40 Percent Of Female Engineers Are Leaving The Field. This
Might Be Why.: The Huffington Post

NanoGirl., (2015) Sexism in Engineering and Science – you only know what you know: :
matterchatter
 21

Philippa Goodrich., (2016) The engineering gap: Business reporter

Heather R. Huhman., (2012) STEM Fields And The Gender Gap: Where Are The
Women?: The Little Black Book of Billionaire Secrets

Gary J. Salton, Ph.D.., (2016) Gender Bias in Engineering: Root Cause Analysis:
Professional Communications, Inc.

David Clave., (2015) K-12 offers STEM: engineering.edu/k12stem

Lauren Camera., (2015)

Women Still Underrepresented in STEM Fields : usnews.com

 22

APPENDICES
Appendix A

;
 23

Appendix B

Interview Questions:

1. Do you think that engineering is only for men and not compatible for women?

2. What are your thoughts on the gender stereotype concerning engineering that it is

only for men?

3. Is there a time when someone makes you feel inferior just because you are a

woman? What do you do?

4. Is your field of engineering dominated by male?

5. Is your professor in engineering showing more attention towards male than

female?

6. Are you aware that some companies give higher wage to male than female? What

are your thoughts about it?