Why so many women leave engineering
While plenty of possible reasons have been mooted, from a lack of mentors for women in the field to the demands of maintaining a work-life balance, a recent study has come up with a new explanation for the discrepancy.
The study found that in group situations, especially during internships and summer jobs, women were often given less challenging problems and were relegated to doing routine “managerial and secretarial” tasks instead of the “real” engineering work.
[Image: REUTERS/Stephen Lam]
“For many women, their first encounter with collaboration is to be treated in gender stereotypical ways, mostly by their peers,” wrote study co-author Susan Silbey, Professor of Humanities, Sociology and Anthropology at MIT, in an article for the Harvard Business Review.
“We found that female students do as well or better than male students in school – but often point to the hegemonic masculine culture of engineering itself as a reason for leaving,” wrote Professor Silbey.
Starting in 2003, the researchers followed 700 engineering students from four institutions in Massachusetts – MIT, the Franklin W. Olin College of Engineering, Smith College, and the University of Massachusetts. They spoke to these students every year during their four years of college and then again five years after they graduated. They also asked 40 of the students (19 men, 21 women) to keep twice-monthly diaries about the educational and career decisions they were making.
One student called Kimberly wrote in her diary: “Two girls in a group had been working on the robot we were building in that class for hours, and the guys in their group came in and within minutes had sentenced them to doing menial tasks while the guys went and had all the fun in the machine shop.”
Negative teamwork experiences, like the situation described by Kimberly, caused the women in the study to doubt whether engineering was what they really wanted to do, the researchers observed.
More women in the study than men said they wanted to become “socially responsible” engineers who would work to solve major problems and “make a difference in people’s lives”. But the group dynamics they experienced led them to question this expectation and become disillusioned with their career prospects, the researchers said.
Professor Silbey highlights the example of Aurora, who described an early internship experience at a military defense contractor: “The environment was creepy, with older weirdo man engineers hitting on me all the time and a sexist infrastructure was in place that kept female interns shuffling papers while their oftentimes less experienced male counterparts had legitimate engineering assignments.”
In other words, the “informal interactions with peers and everyday sexism in teams and internships” experienced by these students was causing them to question why they chose to enter the field of engineering in the first place.
Their male classmates, on the other hand, found the experience of internships and summer jobs to be positive, “almost without exception”, the researchers noted.
Challenging gender stereotypes in engineering:
In the letter, addressed “To the women in my engineering classes”, Mauldin writes that, “you and I are in fact unequal” before going on to describe the gender inequality his female classmates face.
 Related articles on Designing Buildings Wiki
- Celebrating women in engineering.
- Civil engineering and language.
- Diversity in the construction industry.
- Equality Act.
- How to encourage women into engineering.
- Inclusivity in engineering.
- International Women's Day 2017.
- International Women in Engineering Day 2020.
- Interview with Harriet Latimer - Graduate Design Engineer.
- Recruiting and retaining talent in the construction industry.
- Women in the construction industry.
- Women's Engineering Society.
--Future of Construction 14:12, 20 Jun 2017 (BST)
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