What Women Students Want Their Institutions to Do to Make Engineering Education More Inclusive and Less “Chilly”

Abstract

It has been over 30 years since science and engineering classrooms were first described as “chilly” environments for women. Since then many engineering programs in Ontario have worked to diversify their student populations with a particular focus on recruiting more women into engineering education. Despite the increase in the number of women enrolled in engineering education, incidents of sexism and microaggressions based on sexual orientation and race continue to be experienced by women in these programs. In many engineering faculties in Ontario work on equity, diversity and inclusion is still fairly new. Members of the community who are marginalized need to be consulted in order for this work to be impactful on their experience. This paper uses an intersectional framework to present preliminary results on what women studying in undergraduate engineering programs believe their universities could do to make engineering education more inclusive. This paper argues that women students in engineering are still in search of a community. Our women students want more representation of women in engineering, further education and awareness of equity issues, acknowledgement of their experiences and opportunities to connect with other women in engineering.

From Understanding to Action: An Examination of Transformative Learning in Asynchronous Online Equity, Diversity, and Inclusion Training for First- Time Teaching Assistants

“…We also received a few comments like this one which specifically articulated appreciation as well as a desire for this training to be more broadly disseminated, "I greatly appreciated this module and believe not only TAs, but all students and staff should complete it too." This want for more people in engineering education to complete EDI training was also a finding in a paper on what women in undergraduate engineering programs think their institutions could do to be more inclusive [23]. This is an important finding because many engineering educators and institutions want to know what they can do to be more equitable and welcoming to underrepresented students, staff and faculty but may be hesitant in acting not knowing how the community will react to EDI initiatives.…”