Comparing the Learning Experiences of Male and Female Engineering Students in Internship and Cooperative Educational Opportunities

Anderson, Kevin; Prem, Kathy J.; Wirsbinski, Sara; Courter, Sandra

doi:10.18260/1-2--17629

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…This can be related to technical communication (Dansberry, 2012), writing both individually and, less so, collaboratively (Kreth, 2000), and finally oral communication (Renganathan et al, 2012). In some of the reviewed studies, students also reported an increase ability to manage their time (Anderson et al, 2011;Jaime et al, 2020;Kovalchuk et al, 2017) and organize/plan for themselves (Dansberry, 2012). As we can see, it is evident that WIL experiences are valuable, but as noted in Filfolt and Searby (2010), it is important to provide quality work experiences that are planned, substantial and occurring in real settings for them to be most effective.…”

Section: Other Competencies Gainedmentioning

confidence: 99%

“…In that case, student ratings of the application of this knowledge were related to their ability to analyse the performance of a process or system. In an investigation of the differences of learning experiences between male and female engineering students, Anderson et al (2011) found that 61% of their participants reported applying knowledge during their co-ops. Interestingly, male respondents of this survey were more likely (though not at a statistically significant level) to discuss the application of knowledge during a WIL experience in their responses to open ended survey questions compared to females.…”

Section: Design Of Components Systems and Processesmentioning

confidence: 99%

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Surveying Design Skill Development in Work-Integrated Learning Experiences: A Review of the Literature

2021

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Work-integrated learning (WIL) is an educational approach that intentionally scaffolds work experiences throughout undergraduate education. This approach has been proven to provide many benefits to students, including increased grade point averages, better job prospects after graduation and skill development. As such, we expect WIL experiences to contribute to engineering student's ability to design, a central aspect of both engineering education and practice. We found little evidence of research related to WIL experiences in the design literature, so we conducted a secondary data analysis on 33 publications from engineering education literature focusing on student WIL experiences with design. The review found evidence of students using a design process and recognizing the importance of designing within context, focusing on health, safety and ethical concerns of being an engineering designer. However, there was little evidence found of what students actually designed (i.e., components, systems or processes). We highlight some interesting areas for future research, specifically for design researchers to investigate how student work experiences are contributing to their development of design knowledge, skills and abilities.

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Section: Other Competencies Gainedmentioning

confidence: 99%

Section: Design Of Components Systems and Processesmentioning

confidence: 99%

Surveying Design Skill Development in Work-Integrated Learning Experiences: A Review of the Literature

2021

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“…There have been conflicting findings on how gender influences the internship training of students. In line with this, Keri (2017) reported that male and female learning style differs, while Anderson, Prem, and courter (2018) reported that the learning experiences of male and female engineering students in internship and co-operative education opportunities do not differ significantly. However, little or no consideration has been given to examine the perception and expectation of accounting education students regarding internship in universities in South-east, Nigeria.…”

mentioning

confidence: 85%

Perception and Expectation of Accounting Education Students Regarding Internship in Universities in South-East, Nigeria

Okolocha¹,

Okeke²

2023

theijbm

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This study examines the perception and expectation of accounting education students regarding internship in universities in South-East, Nigeria. Two research questions guided the study, while two null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. The population of the study consisted of 353 accounting education students in universities in South-East Nigeria. The entire population was used for the study. A structured questionnaire titled AESPOIQ and AESEOIQ was the instrument used for data collection. The instrument's reliability was established using Split half and the scores were correlated using Pearson Product Moment Correlation Coefficient, which yielded an overall coefficient index of 0.81. Data collected for the study were analysed using mean and standard deviation to answer the research questions, and a t-test was used to test the null hypotheses. The findings of the study revealed that the students perceived internship as a model for general knowledge improvement before their placement and that their expectations concerning general knowledge improvement were not met after the internship. The study showed no significant difference in the mean ratings of male and female accounting education students regarding their perception of general knowledge improvement before their internship placement. However, the results showed that male and female accounting education students differ significantly in their mean ratings regarding their expectations of general knowledge improvement after their internship. Based on the findings, it was concluded that accounting education students perceive internship as a model that will increase general knowledge improvement. Similarly, they disagreed with their general knowledge improvement expectations after the internship. Consequently, it was recommended among others that there should be adequate supervision of interns by the supervisors and there should be proper coordination of interns and supervisors by the SIWES unit of various universities in the South-East, Nigeria. Finally, no course or courses should be included in the universities curriculum during internship (SIWES) programme.

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“…Once in internships, women in engineering are perceived as less competent than men (Reilly et al, 2017), feeling an obligation to work extra hard to prove their ability, whereas men are assumed to be competent (Fifolt & Searby, 2010; Lapan & Smith, 2023). Women engineering interns may also experience bias, sexism, and sexual harassment (Smith & Gayles, 2018) and may be tasked with more administrative and fewer technical responsibilities, providing limited opportunity to build technical skills (Anderson et al, 2011; Kreth, 2000). Together, these gendered dynamics begin to explain why internships may affirm men’s interest in engineering while leading women to question their fit in the field (Seron et al, 2016).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Broadly, engineering internships have been associated with greater career knowledge, professional networks, and full-time employment (Jelks & Crain, 2020; Liu et al, 2018; Powers et al, 2018; Samuelson & Litzler, 2013). However, the role of internships in women’s career development may be more complex due to issues of gender bias, discrimination, and sexism in engineering (Anderson et al, 2011; Fifolt & Searby, 2010; Kreth, 2000; Lapan & Smith, 2023; Seron et al, 2016; Smith & Gayles, 2018).…”

mentioning

confidence: 99%

“Do I even belong?”: Internships as gendered career socialization experiences in engineering.

Smith,

Pincus,

Wofford

et al. 2023

Journal of Diversity in Higher Education

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Although many engineering students participate in industry internships during their bachelor’s programs, few studies have examined how students with minoritized gender identities experience these roles. To better understand internships as early career socialization experiences, we recruited undergraduate women in engineering to examine how internships influence their career development and goals. Using narrative inquiry in a longitudinal qualitative research design, we facilitated data collection through visual timelines, semistructured interviews, and real-time journal entries with 24 undergraduate students with minoritized gender identities at a large public research university. We applied newcomer adjustment theory and feminist standpoint theory as a conceptual framework to guide analysis and interpretation. Synthesizing stories across multiple qualitative data sources, the findings include five major themes: recognizing and building hard and soft skills; clarification of career interests; managerial and organizational support; navigation of gender, age, and racial dynamics; and access to future professional opportunities. We conclude by offering critical implications for policy and practice, including how corporations and colleges can facilitate positive and productive internship experiences that effectively support students’ development as engineers and combat the reproduction of hostile gender dynamics.

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Comparing the Learning Experiences of Male and Female Engineering Students in Internship and Cooperative Educational Opportunities

Abstract: Madison. His research focuses on primary through university STEM education policy and practice, and the alignment of education with professional practice. He previously taught science and math at the secondary level and earned the distinction of National Board Certified Teacher.

Cited by 7 publications

References 9 publications

Surveying Design Skill Development in Work-Integrated Learning Experiences: A Review of the Literature

Surveying Design Skill Development in Work-Integrated Learning Experiences: A Review of the Literature

Perception and Expectation of Accounting Education Students Regarding Internship in Universities in South-East, Nigeria

“Do I even belong?”: Internships as gendered career socialization experiences in engineering.

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