The Subtle Ostracism Faced by Women in Engineering: Psychological Effects of Learning in a Predominately Male Field

Abstract

In engineering, there are many obstacles that women face ranging from underlying stereotypes to physical restrictions in certain environments. The deficit of women in University programs has created a hurdle for young women entering the field of engineering. The objective of this study was to identify the challenges experienced by female undergraduate and graduate students that contribute to the systemic issue of inequity. A total of 372 male and female students actively participated in a 21-question survey featuring both multiple-choice answers as well as open-ended questions. Three themes emerged relating to culture (built environment and attitudes), gender (stereotypes and lack of role models), and personal (sense of belonging and the imposter syndrome). It was found that the built environment created physical barriers, while the attitudes of male peers, teaching assistants, and professors led to negative experiences, limiting female student success. Comments made about gender disparities focused on stereotypes and the lack of role models, which were later determined to influence students’ sense of belonging and feelings of imposter syndrome. Over half of the female students who participated in the survey felt discouragement due to the lack of gender diversity that has further impacted their experiences and education. This research may not be reflective of the experience for all females in engineering but does reflect the challenges of those who came forward. Both equity and equality within engineering must be sought to make the predominately male environment more inclusive.