Attraction and Retention of Women in Engineering

Bannikova, Lyudmila; Baliasov, Aleksandr; Kemmet, Elena

doi:10.1109/itmqis.2018.8525043

Cited by 12 publications

(10 citation statements)

References 2 publications

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“…Confidence level is probably the major underlying factor that influences girls' preferences; it tends to be higher when it is supported by parents and gender-neutral training, while gender-typing math and technology as male subjects is associated with traditional gender roles and lower confidence. Some of these findings resonate with other studies, which discovered that graduation from specialized physics and math schools is strongly associated with girls' choice of STEM in higher education, since it enables them to feel confident they can succeed in their studies [Bannikova, Baliasov, Kemmet, 2018;Bannikova, Kemmet, 2019a;Oblova, Gerasimova, Sishchuk, 2020]. Attending a specialized STEM class was shown to be associated with a much stronger girls' interest in STEM and technological professions, though they still did not get enough information about possible professional pathways [Kolesnikova, Kudenko 2020].…”

Section: The Roots Of the Problem? Looking At The System Of General Educationsupporting

confidence: 79%

“…The majority of studies find that male and female applicants have similar motives, being attracted to attending a prestigious university more than by pursuing an engineering major. They view technical education as a high-quality universal education, which is sufficiently broad and flexible, bringing with it additional advantages on the labor market that make more likely a decent future income [Bannikova et al, 2018;Bannikova, Kemmet, 2019b;Bannikova, Boronina, Kemmet, 2016;Bannikova, Petrov, 2014]. Only two studies report that women and men choose engineering for different reasons, but their results are somewhat contradictory.…”

Section: Individual Level Factorsmentioning

confidence: 99%

“…At the same time, there is ample evidence that, for young women who range from school graduates to master's students, the content of engineering profession is more important. They place more value on personal development and self-realization, creativity, and interesting tasks at work, while male students prioritize status considerations and demonstrate pragmatic interests such as getting a diploma and securing a good income in the future [Bannikova, Petrov, 2014;Bannikova et al, 2016;Bannikova et al, 2018;Vysotskaya, Rusina, 2012;Kemmet, 2017]. Young women have a more pronounced cognitive motivation and interest to interact with other people [Ivanova, 2006].…”

Section: Individual Level Factorsmentioning

confidence: 99%

“…Existing studies tend to suggest that persistent stereotypes regarding technology as a masculine domain and engineering as a male profession make the major contribution to this problem [Tiunova, 2020;Lebedeva, Savinskaya, 2019;Bannikova et al, 2018;Budnik, 2015;. These visions are constructed in Internet forums, where stereotypes of women as "genetically unable to think as a creator and engineer" circulate (meso-level factor) [Budnik, 2015] abound.…”

Section: Meso-and Macro-level Factorsmentioning

confidence: 99%

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Moving through the STEM Pipeline: A Systematic Literature Review of the Gender Inequality in Russian Engineering

Antoshchuk¹

2021

MONITORING OF PUBLIC OPINION

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Gender inequality in engineering—and other scientific and technical fields—is one of the most persistent and intractable problems in modern culture. This issue has been sufficiently explored in Western Europe and the United States, but much less is known about the situation in Russia, which has a distinct gender history. In the former USSR, women were massively educated in technical sciences and their employment in engineering professions remained unconventionally high in comparison to the West. At the same time, women’s earnings were lower than men’s, and they mostly occupied low- and middle-level jobs, rarely reaching leadership positions. What happened to the gender imbalance after the collapse of the Soviet Union? How has it changed after radical political, economic, and social transformations? The purpose of this review, by analyzing empirical studies of gender inequality in engineering in post-Soviet Russia published after 1991, is to answer these questions. In the last 15 years, there has been a growing interest and works dedicated to this topic, but they remain fragmented and disconnected. Thus, there is a need for a generalized comparison of existing studies and the linking of them to one another. This systematic and problem-oriented literature review seeks to fill this gap. First, it aims to summarize, classify, and critically analyze the existing research results, thereby forming a general picture of gender transformations that have taken place in the engineering profession in Russia. Second, the review identifies key topics, issues, approaches, and reveals contradictions and gaps in the scientific discussion that enables a characterization of gender studies in the engineering field in Russia and formulates an agenda for future research. The review follows a STEM pipeline metaphor, organizing empirical findings in three stages: general education, professional education, and employment. Responding to the need for a comprehensive analytical perspective on gender inequality, the paper develops a multilevel framework, embracing and linking macro-, meso-, and individual-level causal factors of gender imbalance in engineering. The main finding is that gender inequality dramatically increases from an individual’s educational years to employment later in life, resulting in a multidimensional gender gap and multiple disadvantages for women. Path dependency on Soviet times has both positive and negative influences on gender equality, while the transition to a market economy has had mostly negative consequences, driving women out of engineering and leading to its masculinization. Another finding is that existing studies of the gender gap in post-Soviet Russia are not balanced, concentrating mostly on engineering education and initial professional socialization. More studies of the employment and workplace period are necessary, as it remains the most troublesome for women. In addition to women-oriented comparative studies, the role of men’s clubs, and norms of masculinity that support gender inequality need to be examined. More attention to macro-level factors and, most especially, the unique features of post-Soviet context is required. Acknowledgements. The research was funded by the Russian Foundation for Basic Research (RFBR) according to the project № 20-011-00690: “Engineering career in contemporary Russia: professional, organizational, and institutional transformations”.

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Section: The Roots Of the Problem? Looking At The System Of General Educationsupporting

confidence: 79%

Section: Individual Level Factorsmentioning

confidence: 99%

Section: Individual Level Factorsmentioning

confidence: 99%

Section: Meso-and Macro-level Factorsmentioning

confidence: 99%

See 2 more Smart Citations

Moving through the STEM Pipeline: A Systematic Literature Review of the Gender Inequality in Russian Engineering

Antoshchuk¹

2021

MONITORING OF PUBLIC OPINION

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“…To identify gender features of the professional socialization process of engineering students, the research team conducted a series of field studies in 2014-2018: the survey of university applicants (N = 200) who had chosen engineering education programs (mechanical engineering, radio electronics, information, physical or chemical technologies) [10], the survey of bachelor students (N = 200) and master students (N = 198) of STEM immediately after their admission (enrollment) in full-time bachelor and master programs [11]. To clarify the findings, the authors used the data of the seventh stage (2016) of sociological monitoring of students of the Ural region.…”

Section: Methodsmentioning

confidence: 99%

A Woman in the Man’s Culture of Engineering Education

Bannikova

Kemmet

2019

Vysš. obraz. Ross. (Print)

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The study is aimed at identifying barriers to the research career of women in the academic environment of a technical university. The authors present the results of their study of the women’s status in the academic community. The study is based on a quantitative (questionnaire survey) and qualitative (biographical interviews) analysis of the opinions of students and teachers of STEM disciplines of a technical university about the features and problems of women’s professional careers. It is established that women of the same university evaluate the presence and degree of influence of barriers to the research careers differently. In some cases, women assessing their professional status note that they do not feel professional discrimination on the basis of gender. In general, the analysis revealed that women who received a STEM education use a strategy of avoiding a research career and choosing alternative career options: either outside the academic environment, or by transitioning to teaching as a way to circumvent gender barriers in grant and publication activities.

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A Critical Analysis of the Systems Engineering Leadership Pipeline: Closing the Gender Gap

Singam

2022

Women in Engineering and Science

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Attraction and Retention of Women in Engineering

Cited by 12 publications

References 2 publications

Moving through the STEM Pipeline: A Systematic Literature Review of the Gender Inequality in Russian Engineering

Moving through the STEM Pipeline: A Systematic Literature Review of the Gender Inequality in Russian Engineering

A Woman in the Man’s Culture of Engineering Education

A Critical Analysis of the Systems Engineering Leadership Pipeline: Closing the Gender Gap

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