Impact of an immersive engineering program on children's understanding of and interest in engineering: Addressing gender stereotypes

Abstract

AbstractBackgroundThe gender gap in engineering presents a critical barrier to achieving a diverse and innovative engineering workforce. This gap is influenced by gender stereotypes, socialization processes, masculine culture, and insufficient early experiences with engineering. These contribute to diminished STEM self‐concept, interest, and participation among women.Purpose/HypothesisThis study assessed an engineering outreach program's impact on children's understanding of and interest in engineering and beliefs about who can be an engineer. It compared whether discussions of gender bias differentially influenced these outcomes for girls and boys.Design/MethodThe study was a short‐term sequential quasi‐experimental design with boys and girls in grades 4–5. Six classroom groups attended a half‐day engineering field trip and were randomly assigned to two conditions: Gender Presentation or No Gender Presentation. Pre‐ and post‐program surveys measured changes in understanding of and interest in engineering and beliefs about who can be an engineer.ResultsAll children, regardless of gender or condition, had higher understanding of and interest in engineering after the program, but also demonstrated a bias in selecting men over women as engineers. Participants reported that both girls and boys like and are good at engineering and these ratings increased from the pre‐program to the post‐program survey.ConclusionThis research affirms the effectiveness of immersive and inclusive programming in enhancing children's understanding of and interest in engineering. No substantial gender‐specific differences emerged regarding the impact of discussions on gender biases. The program underscores the value of early inclusive educational interventions in fostering equitable interest in engineering among young students.