Open AccessWHAT WOMEN STUDENTS WANT THEIR INSTITUTIONS TO DO TO MAKE ENGINEERING EDUCATION MORE INCLUSIVE AND LESS “CHILLY”
Author(s) -
Cori Hanson
Publication year - 2020
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.vi0.14170
Subject(s) - engineering education , acknowledgement , inclusion (mineral) , diversity (politics) , equity (law) , work (physics) , sexual orientation , higher education , underrepresented minority , public relations , sociology , engineering , political science , pedagogy , medical education , gender studies , engineering management , computer science , medicine , mechanical engineering , computer security , law , anthropology
It has been over 30 years since science and engineering classrooms were first described as “chilly” environments for women. Since then many engineering programs in Ontario have worked to diversify their student populations with a particular focus on recruiting more women into engineering education. Despite the increase in the number of women enrolled in engineering education, incidents of sexism and microaggressions based on sexual orientation and race continue to be experienced by women in these programs. In many engineering faculties in Ontario work on equity, diversity and inclusion is still fairly new. Members of the community who are marginalized need to be consulted in order for this work to be impactful on their experience. This paper uses an intersectional framework to present preliminary results on what women studying in undergraduate engineering programs believe their universities could do to make engineering education more inclusive. This paper argues that women students in engineering are still in search of a community. Our women students want more representation of women in engineering, further education and awareness of equity issues, acknowledgement of their experiences and opportunities to connect with other women in engineering.