Part: 2

Outline: CASE 28: Where Are the Women?

Introduction:

1. For various reasons, engineering is a discipline that men in today's society

overwhelmingly dominate. Engineers are often thought of as guys wearing glasses, with
no mention of a female engineer in the conversation.
2. While there have been several studies on the skills that prevent women from pursuing
engineering as a career, there is no proof that women are incapable of or do not possess
the ability necessary to be a productive engineers. As a result, it is assumed and
stereotyped that women do not include the talents required to hold an engineering
position.
3. Following the case study's findings and the formation of assumptions, the topic of what
makes a sound engineer arises. Many people have the same response to the question, yet
there isn't a single ability that a woman doesn't have.

Body: To deeply understand where the women in engineering school use the case study about the
untied state recent research data.

1. According to the National Science Foundation, despite a tremendous increase over the
previous few decades, just around 20 percent of American students are enrolled in
engineering programs. Men and women are equally represented in chemical engineering
departments, but women account for just 13 percent of mechanical and electrical
engineering undergraduate students, respectively.

a. Only one female student receives a Ph.D. in engineering out of every eighteen
PhDs awarded; Female professors substantially under-represent engineering
universities. 

b. Women are underrepresented at all levels of academia, including the highest

levels of leadership; Women make up less than five percent of full-time
academics.

2. According to the National Center for Education Statistics.

a. Women have 57 percent of all bachelor's degrees in the United States,
b. 55 percent of all PhDs in social sciences,
c. at least 50 percent of students in medical and law schools,
d. and 28 percent of full professors in the social sciences,
e. Our society uses different myths regarded women in this field.
 3. In the engineering sector, it's past time to stop the salary inequality that now exists.

a. We must eliminate patriarchy, gender stereotypes, and other kinds of discrimination

against women and girls of all sexes. Young women's pursuit of STEM fields, especially
engineering, should be promoted in several ways.

b. Other choices include billboards and social media advertising displaying women working
on construction sites dressed in religious gear of their choice.

4. Women shy away from engineering for several reasons:

a. Streaming leads female students to drop out of high school math and science programs.
This problem is ascribed to a lack of female role models, competition, and isolation.
Systemic barriers to gender identity expression include peer pressure and media
depictions.
b. Engineering is difficult. Women choose the more straightforward option because they
think they are bad at arithmetic.
c. Engineers don't have as many female role models as a business, medicine, or law. Female
university engineering professors accounted for 5.5% of all academics in 1995.
d. Consequently, engineering is seen as a solitary activity dominated by machines.
Engineering employment is plentiful, but they are underrepresented in high school
curricula and career counseling. A lack of access to technical information outside of
school particularly impacts women.

Conclusion:

According to statistics compiled by the Society of Women Engineers, 30 percent of women who
have left the engineering sector believe that the "organizational climate influenced their
decision." Only 30 percent of women who get bachelor's degrees in engineering work in the
industry for at least 20 years after graduation.

a. As a consequence of social and cultural gender roles, people have ascribed attributes,
behaviors, interests, abilities, and activities that are either masculine or female.
b. I think that acknowledging that these characteristics exist in both males and females and
that they may be used in various situations would aid in the dismantling of social
stereotypes and conventional gender roles.
c. When it comes to the engineering profession, removing restricting stereotypes in the
workplace may make it feasible for all people, male and female, to make positive
contributions to their communities, their workplaces, and the lives of others.

References: