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Since the 1970s there has been a variety of initiatives encouraging women to become engineers, and the proportion of women entering degree level courses in engineering is rising rapidly. In 1985 nearly 11% of engineering students on degree courses at universities were women. This trend parallels similar, although more dramatic, increases in the proportion of women engineers in the United States and France. However, these statistics must be set against the fact that women remain far more unusual as practising engineers; they represent 2.9% of technicians, 3.9% of professional engineers and approximately 1% of chartered engineers.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

The underrepresentation of women in engineering has important consequences for meeting the need for a larger, talented scientific and technological labor force. Increasing the proportion of women faculty in engineering will help increase the persistence probabilities of women undergraduate and graduate students in engineering, as well as contribute to the range and diversity of ideas toward innovations and solutions to the greatest engineering challenges. This study aims to examine the association among gender, family formation and post-PhD employment patterns of a cohort of engineering doctorates.

Using the National Science Foundation’s Survey of Doctorate Recipients data, 2001–2010, descriptive and multinomial logit regression analyses are conducted to illustrate the career trajectories of engineering PhDs over a ten-year period.

The career trajectories of engineering PhDs are nonlinear, and transitions between employment sectors commonly occur over the ten-year time period studied. Although women engineering PhDs with young dependents are less likely to be employed initially after PhD completion, they tend to enter the workforce in the academic sector as time progresses. Early post-PhD employment as a postdoctoral researcher or in the academic sector contributes to the pursuit of the professoriate downstream.

While previous studies tend to focus on the early career outcomes of science and engineering students, this study contributes to the literature by focusing on the long-term career outcomes of engineering doctorates. Research findings provide engineering PhD students and PhDs with more information regarding potential post-PhD career trajectories, highlighting the multitude of career options and transitions that occur over time. Research findings also provide higher education administrators and doctoral program stakeholders with foundational information toward designing and revitalizing professional development programs to help PhD students prepare for the workforce. The findings have the potential to be applied toward helping increase diversity by shaping policies and programs to encourage multiple alternative career pathways to the professoriate.

It has been suggested that organisations with a better balance, or critical mass, of women would be more tolerant of difference and foster the inclusion of other women. This paper seeks to investigate whether a strategy of critical mass can really work in the engineering sector.

The data are based on research funded by the ESRC, and problematise critical mass theory through semi‐structured qualitative interviews and focus groups with female students from a range of engineering disciplines.

The findings demonstrate that women engineering students accept gender discrimination, view the industry positively, value their “novelty” status, and are critical of other women.

While these attitudes may be a result of women's assimilation into the existing engineering culture, they do little to further women's cause in engineering. Furthermore, it points to both the necessity, and difficulties, of transforming the engineering culture to ensure that the engineering professions are a place where women can not only survive but also thrive.

While previous research has addressed the critical mass of women in science, engineering and technology, this research critiques critical mass theory, not only because women continue to remain isolated within the sector, despite increasing numbers, but also because many women engineers reinforce the masculine culture within engineering.

Scholarship on women in engineering education mainly focuses on the question of how to attract more women to this subject. The topic concerning women in engineering education is here guided by the question of why women leave engineering studies. The paper aims to examine the main conflicts women encounter in engineering education and to derive implications for interventions suited for strengthening institutional bonding forces.

The question is approached through case analyses of 40 interviews with women and men (as the control group) who have left their studies. In addition, repertory grids were carried out with all interviewees and analysed. On the basis of these analyses, five types of dropout could be defined. Two case studies with women are presented in detail in this article. These cases are especially representative of two types of dropout that are characterised by high quotas of women.

The central conflicts of women in engineering education are often either suffering from poor grades or that women being afflicted by a subjective feeling of not gaining a deep understanding of technical phenomena. These two conflicts represent the two pillars of identity formation in engineering education that are necessary to bind students to their studies: passing the exams with good grades and feeling self‐efficacious in the handling of technology.

Up‐to‐date subject‐specific studies on dropout in engineering education – especially with a focus on women – are marginal in Europe, and particularly so in Germany.

The goals of this study were to examine the utility of social cognitive career theory in a South Asian context, extend SCCT beyond its individualistic roots to include social and contextual variables, and explore the possible differential validity of SCCT predictors for men and women.

The study involved an in‐class survey of Bangladeshi undergraduate engineering students including 209 women and 640 men.

Despite stronger relationships between persistence and two predictors – social aspirations and self‐efficacy – for men, self‐efficacy, the core construct of SCCT, was the most important predictor of persistence for both women and men thus supporting the applicability of SCCT in non‐Western contexts.

Several new measures were developed for this study which provide a basis for future research but will require further validation. The results demonstrated the applicability of SCCT in a non‐Western context but the amount of variance explained was modest. Thus, additional research into context‐specific factors affecting persistence is warranted.

The results suggest that interventions intended to enhance the participation of women in non‐traditional fields such as engineering should focus on enhancing self‐efficacy, potentially through creating a more supportive learning environment.

The current study is one of the first to assess the applicability of SCCT in a non‐Western context and to examine the differential validity of SCCT predictors for women and men.

The purpose of this study is to explore the perceptions of Afghan female engineers regarding opportunities and barriers to starting their own engineering/construction company in Kabul through three career trajectory chokepoints related to training through higher education, the engineering workplace and entrepreneurship, through the lens of feminist theory.

Semi-structured in-depth interviews were conducted. A Web-based survey was also conducted to collect data from participants who were not able to participate in the in-depth interviews. Thematic content analysis was used to analyze the collected data.

As a result of the analysis, three main themes were developed related to “chokepoints” that Afghan female engineers face along the path to starting their own construction companies: “entering and studying engineering,” “career development” and “starting her own engineering business”; the authors address the subthemes of barriers and opportunities confronted by Afghan women at each chokepoint.

Due to civil unrest, the authors are only able to reach a sample of Afghan female engineers working in the capital city of Kabul.

Afghanistan shows, perhaps, the most severe underrepresentation of female engineers of all countries in the world, yet no research gives them a voice to explain the challenges their face to starting their own engineering/construction businesses. The authors are able to report their perceptions and articulate recommendations to encourage female entrepreneurship in the engineering/construction sector in Afghanistan.

Afghan women face significant barriers to having meaningful careers in the science, technology, engineering and medicine professions. The findings provide information for regulators regarding why Afghan women do not start their own engineering firms.

As physical security and resource constraints generate difficulty in accessing Afghan women in general, this is the first paper to report the perceptions of Afghan female engineers regarding the barriers and opportunities they perceive on the path to engineering entrepreneurship.

Women remain dramatically underrepresented in the engineering profession and far fewer women than men persist in the field. This study aims to identify individual and contextual factors that distinguish women who persist in engineering careers in the US.

Qualitative research was conducted based on semi‐structured interviews with 31 women engineers, ten of whom had left an engineering career and 21 persisting for on average 21 years. The interviews were recorded, transcribed, coded and analyzed.

Women who persisted in engineering careers articulated high levels of self efficacy, described themselves in terms of their identity as an engineer, and were motivated by the challenges and novelty of the profession. Women engineers' ability to adapt enabled them to persist and thrive despite working in a male‐dominated culture characterized by difficulties associated with the workplace, including discrimination. Women who opted out of engineering were less likely to recognize options in navigating the workplace and some felt as if they were pushed into engineering. Persistent engineers were less likely to be married and had fewer children.

Although appropriate for an inductive study using a grounded theory approach the sample was small and the data was self reported.

A model is developed that integrates individual and contextual factors explaining a woman's persistence in an engineering career and has potential to explain persistence in other professions. To retain more women in engineering careers, organizations and managers should provide opportunities to develop identified skills within the professional domain and should provide opportunities for women engineers that provide continuous learning, on‐going challenges and novel work.

Although numerous studies have addressed the retention of women in academic engineering programs and several recent studies have described why women leave engineering careers, the novelty of this study is that it addresses why women stay.

This paper focuses on gender and technology in the organization. It considers some of the difficulties experienced by women building careers as professional engineers in a high technology industrial organization in England. Using career history data from 15 women engineers, the paper examines the experience of gender in the organization and the attempts by the women to manage gender relations. The paper argues that the difficulties were not associated with the culture of engineering work itself: the women could manage the technology. The problems lay rather in the organization itself. The gendered expectations and processes within the organization constituted the real dilemma for women’s careers.

Existing research has established that women drop out of engineering careers in part because of a dissatisfaction with their career development, but women's understanding of career development in engineering has been as yet largely unexplored. This paper aims to explore female engineers' experiences of navigating their careers and their perceptions of barriers to career development, through the lens of the intelligent career framework (ICF).

The in-depth interviews of this study were conducted with female engineers in the UK and analysed using template analysis.

The authors identified three structural barriers that participants felt hinder women's career development in engineering: (1) promotions are more likely to be given to people who are widely known – more often men; (2) promotions are more likely to be given to people on whom high status is conferred in this context – more often men and (3) promotions are more likely to be given to people who conform to the ideal worker ideology – more often men. The women also offered a series of counter-narratives in which they reframed the behaviour they witnessed as something other than sexism.

The findings highlight the significant and systemic bias against women's career development through gender stereotypes in workplaces and an implicitly gendered organisation that hinders the development of the three competencies needed for career advancement. The authors describe a range of counter-narratives that the participants use to help them to make sense of their experiences. Finally, the authors illustrate the application of the intelligent career framework (ICF) as a lens to view the career development culture of an organisation.