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Regional, institutional, and departmental factors associated with gender diversity among BS-level chemical and electrical engineering graduates
by
Jarboe, Laura R.
in
Adult
/ Careers
/ Chemical engineering
/ Chemical Engineering - education
/ College faculty
/ Economic indicators
/ Education
/ Education, Graduate - statistics & numerical data
/ Educational finance
/ Electrical engineering
/ Engineering and Technology
/ Engineers
/ Female
/ Females
/ Gender equality
/ Gender equity
/ Gender pay gap
/ Graduate students
/ Graduates
/ High schools
/ Historical account
/ Humans
/ Male
/ Males
/ Mathematical analysis
/ Mathematics
/ Organic chemistry
/ Peers
/ People and Places
/ Physical Sciences
/ Research and Analysis Methods
/ Schools - statistics & numerical data
/ Science Policy
/ Secondary school students
/ Sexism - statistics & numerical data
/ Social aspects
/ Social Sciences
/ Society
/ STEM education
/ Stereotypes
/ Student retention
/ Study and teaching
/ Support services
/ Technology
/ United States
/ Women
2019
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Regional, institutional, and departmental factors associated with gender diversity among BS-level chemical and electrical engineering graduates
by
Jarboe, Laura R.
in
Adult
/ Careers
/ Chemical engineering
/ Chemical Engineering - education
/ College faculty
/ Economic indicators
/ Education
/ Education, Graduate - statistics & numerical data
/ Educational finance
/ Electrical engineering
/ Engineering and Technology
/ Engineers
/ Female
/ Females
/ Gender equality
/ Gender equity
/ Gender pay gap
/ Graduate students
/ Graduates
/ High schools
/ Historical account
/ Humans
/ Male
/ Males
/ Mathematical analysis
/ Mathematics
/ Organic chemistry
/ Peers
/ People and Places
/ Physical Sciences
/ Research and Analysis Methods
/ Schools - statistics & numerical data
/ Science Policy
/ Secondary school students
/ Sexism - statistics & numerical data
/ Social aspects
/ Social Sciences
/ Society
/ STEM education
/ Stereotypes
/ Student retention
/ Study and teaching
/ Support services
/ Technology
/ United States
/ Women
2019
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Regional, institutional, and departmental factors associated with gender diversity among BS-level chemical and electrical engineering graduates
by
Jarboe, Laura R.
in
Adult
/ Careers
/ Chemical engineering
/ Chemical Engineering - education
/ College faculty
/ Economic indicators
/ Education
/ Education, Graduate - statistics & numerical data
/ Educational finance
/ Electrical engineering
/ Engineering and Technology
/ Engineers
/ Female
/ Females
/ Gender equality
/ Gender equity
/ Gender pay gap
/ Graduate students
/ Graduates
/ High schools
/ Historical account
/ Humans
/ Male
/ Males
/ Mathematical analysis
/ Mathematics
/ Organic chemistry
/ Peers
/ People and Places
/ Physical Sciences
/ Research and Analysis Methods
/ Schools - statistics & numerical data
/ Science Policy
/ Secondary school students
/ Sexism - statistics & numerical data
/ Social aspects
/ Social Sciences
/ Society
/ STEM education
/ Stereotypes
/ Student retention
/ Study and teaching
/ Support services
/ Technology
/ United States
/ Women
2019
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Regional, institutional, and departmental factors associated with gender diversity among BS-level chemical and electrical engineering graduates
Journal Article
Regional, institutional, and departmental factors associated with gender diversity among BS-level chemical and electrical engineering graduates
2019
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Overview
Engineering remains the least gender diverse of the science, technology, engineering and mathematics fields. Chemical engineering (ChE) and electrical engineering (EE) are exemplars of relatively high and low gender diversity, respectively. Here, we investigate departmental, institutional, and regional factors associated with gender diversity among BS graduates within the US, 2010-2016. For both fields, gender diversity was significantly higher at private institutions (p < 1x10-6) and at historically black institutions (p < 1x10-5). No significant association was observed with gender diversity among tenure-track faculty, PhD-granting status, and variations in departmental name beyond the standard \"chemical engineering\" or \"electrical engineering\". Gender diversity among EE graduates was significantly decreased (p = 8x10-5) when a distinct degree in computer engineering was available; no such association was observed between ChE gender diversity and the presence of biology-associated degrees. States with a highly gender diverse ChE workforce had a significantly higher degree of gender diversity among BS graduates (p = 3x10-5), but a significant association was not observed for EE. State variation in funding of support services for K-12 pupils significantly impacted gender diversity of graduates in both fields (p < 1x10-3), particularly in regards to instructional staff support (p < 5x10-4). Nationwide, gender diversity could not be concluded to be either significantly increasing or significantly decreasing for either field.
Publisher
Public Library of Science,Public Library of Science (PLoS)
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