English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Sustainability has increasingly become a more prevalent topic in engineering as the need for global solutions that holistically improve the environmental, enhance quality of life, and are economically feasible have become more pressing. However, few studies have examined students’ sustainability related career outcome expectations for upper-level engineering students, and, in particular, how these interests can be used to broaden participation in engineering. This time point is a critical one as students will be transitioning from college to industry where they may be positioned to solve pressing societal and environmental problems. To fill this gap, in this paper we answer the question, “What differences exist between men and women’s attitudes about sustainability in upper-level engineering courses?” in order to better understand how sustainability topics may promote women’s interest in and desire to address these needs in their future careers. We used data from a pilot of the CLIMATE survey given to 228 junior and senior civil, environmental, and mechanical engineering students at a large East Cost research institution. We asked the same questions as a previous study, called Sustainability and Gender in Engineering (SaGE), focused on first-year engineering students, “Which of these topics, if any, do you hope to directly address in your career?” with a list of ten sustainability outcome expectations. We used Pearson’s Chi-squared test with Yates’ continuity correction to compare men and women’s answers. We found significant gender differences in students’ desire to address energy, terrorism and war, water supply, food availability, and opportunities for woman and/or minorities in their careers. Some of these differences persist from first-year through upper-level classes, as compared to the results from SaGE in first-year students, while others develop during students’ undergraduate education. Our results begin to help us understand the particular differences that men and women, even far along in their undergraduate engineering careers, may have in their desire to address certain sustainability outcomes in their careers.

Exploring Gender Differences in Students’ Sustainability Beliefs in Upper-level Engineering Courses