EDUC 735 Annotated Bibliography
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Liberty University *
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735
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English
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Dec 6, 2023
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ANNOTATED BIBLIOGRAPHY
1
Annotated Bibliography
Rosalie-Joy Bruno
School of Education, Liberty University
Author Note
Rosalie-Joy Bruno
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Rosalie-Joy Bruno
Email: RJBruno@liberty.edu
ANNOTATED BIBLIOGRAPHY
2
Annotated Bibliography
Bastalich, W., Franzway, S., Gill, J., Mills, J., & Sharp, R. (2007). Disrupting masculinities.
Australian Feminist Studies
,
22
(54), 385–400.
https://doi.org/10.1080/08164640701578765
Women continue to be grossly underrepresented in the field of engineering in both the
workplace and in college faculties. The rate at which women drop out versus men is at an
all-time high. There has started to be a shift in the information sent out, primarily they
have sent out material to encourage women to enter the field and find ways to help them
“stick it out”. However, recent trends have shown that the culture of the workplace is
where focus has been. If women have been sought after to enter this field, the question is
not how can we get them to stay. A better question and study is, what is making them
leave? The correlation between the surplus of men to the vast amount of women leaving
can not be ignored, it would be a disservice to all women seeking a career in a STEM
related field if we simply ignored the statistics.
Cory, S. N., & Rezaie, B. (2008). Women and the engineering profession: The stereotypical
engineer.
Journal of Women and Minorities in Science and Engineering
,
14
(2), 141–157.
https://doi.org/10.1615/jwomenminorscieneng.v14.i2.20
The lack of female representation in STEM related fields has never been new, however
there has also never been any improvement in the disparity between male and female
engineers. Is there a stereotypical view that most have when it comes to those within any
field that involved science and engineering, or do women have the idea that they can not
simply do mathematics at a higher level. This article uses first year students to determine
ANNOTATED BIBLIOGRAPHY
3
whether they have preconceived notions of what personality traits or traits in general an
engineer should possess. The traits most associated with engineering or any other STEM
field are primarily masculine. When we take into consideration other fields such as
lawyer or physician, those traits are gender-neutral. The only field even remotely close to
that of the STEM path that seems to be free of gender bias would be that of a computer
and information specialist.
Fernando, D., Cohen, L., & Duberley, J. (2018). What helps? women engineers' accounts of
staying on.
Human Resource Management Journal
,
28
(3), 479–495.
https://doi.org/10.1111/1748-8583.12192
What makes them stay? A significant amount of research has been done to attract female
students into the field of STEM related professions. Additionally, research is constantly
being done on why female engineers exit the profession so quickly. However, with those
that chose to stay in the field of engineering, what was it that motivated them to remain
and continue to chart the course for those behind them. This study of British female
engineers goes on to find the areas that were done well to help women remain in their
male dominated profession. The results were that they HR department of their respective
firms had strict policies with which everyone abided by. Additionally, the women had
help. They had mentors with which they could see themselves embodied in those women.
They were able to build working relationships with their colleagues, with which both
genders left with a high level of satisfaction and belonging.
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ANNOTATED BIBLIOGRAPHY
4
Fernando, D., Cohen, L., & Duberley, J. (2019). Navigating sexualised visibility: A study of
british women engineers.
Journal of Vocational Behavior
,
113
, 6–19.
https://doi.org/10.1016/j.jvb.2018.06.001
In a male dominated field, women are often required to downplay their feminine
characteristics. The term sexualised visibility is introduced as the term used to describe
how a woman’s value in the workplace is overshadowed by her sexual attributes. For
women in this instance the petroleum, mechanical, and automotive engineering fields
specifically, their ability to contribute is limited largely impart because of the sexual
perception given. This is especially problematic because women in this field are not
advancing as their male counterparts, specifically because they are females. The study
takes into account perception, power, and relations of visibility. Dependent upon their
career stage, women are adopting strategies to combat the hindrance of sexual visibility
that has made their career stagnant. Unfortunately, women are then given stereotypical
gender labels which not only hinders their career by psychologically affects them as well.
Woman that are often assertive and confident in their workplace contributions are often
labeled as bossy, among other unfavorable attributes.
Gill, J., Sharp, R., Mills, J., & Franzway, S. (2008). I
still
wanna be an engineer! women,
education and the Engineering Profession.
European Journal of Engineering Education
,
33
(4), 391–402. https://doi.org/10.1080/03043790802253459
The level of enrollment in STEM related majors post graduation is still significantly
lower for female students. Some students that did enroll in programs attribute their
success to higher levels of achievement in science and mathematics courses and felt that
ANNOTATED BIBLIOGRAPHY
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success could be duplicated with the right amount of support. In a contrasting viewpoint,
those that did not achieve that success did not feel they should continue and decided to
pursue a different career. Those that left the field upon graduation spoke of poor
self-efficacy and how the support they received in school was not matched post
graduation. There was a disconnect between those in their chosen career path between
genders. Some reported the work environment had a feeling of uneasiness, but that
feeling was only among the women. There are numerous strategies listed to allow female
students to continue their education and make strides in the field. Additionally, workplace
guidelines need to be restructured to be inclusive of all genders.
Hatmaker, D. M. (2012). Engineering identity: Gender and professional identity negotiation
among women engineers.
Gender, Work & Organization
,
20
(4), 382–396.
https://doi.org/10.1111/j.1468-0432.2012.00589.x
In the field of STEM related careers, women derive at the identity through their
professional interactions among their colleagues. Some have wonderful experiences and
choose to make the career lifelong, however some women were met in hostile work
environments and their efforts were marginalized. It was through these interactions that
women decided to stay and forge their path, or use this as a catalyst to leave the
profession all together. In a what was traditionally male dominated field women continue
to try to break into STEM and make a difference. It is through their professional
interactions that they develop a sense of belonging among fellow engineers. Having your
identity based upon your gender tends to leave you on the outside looking in, at the same
time those trying not to partake in gender bias can tend to over validate. Women are
ANNOTATED BIBLIOGRAPHY
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learning to use coping strategies while management is asking if what they feel is truth or
perspective.
Musu-Gillette, L. E., Wigfield, A., Harring, J. R., & Eccles, J. S. (2015). Trajectories of change
in students’ self-concepts of ability and values in math and college major choice.
Educational Research and Evaluation
,
21
(4), 343–370.
https://doi.org/10.1080/13803611.2015.1057161
Expectancy-value theory is the motivation needed to see how individuals beliefs and
values are developed and how this is the precursor to their academic success and choices
in career. It has been noted that student's concept of self and their abilities is directly in
line with the academic choices and risks they choose to make. This includes their grades,
the number of classes they believe they can take and the type of courses they chose to
study. This begins as young as middle school when faced with opportunities to take high
school courses and pursue STEM related paths. The abilities a child displays in
elementary school for most pre-determines the path as they move toward high school and
undergraduate efforts. Those felt they could not achieve success would take a less intense
road and play it safe if no one came along and encouraged them to pursue higher goals.
For female students, the importance of math and science courses is downplayed in high
school unless they have already expressed their interest in STEM. Unless there is no
reason to pursue higher science and mathematic achievements, early students will not
attempt it in undergraduate school due to lack of exposure early on.
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ANNOTATED BIBLIOGRAPHY
7
Saavedra, L., Araújo, A. M., Manuel de Oliveira, J., & Stephens, C. (2014). Looking through
glass walls: Women engineers in Portugal.
Women's Studies International Forum
,
45
,
27–33. https://doi.org/10.1016/j.wsif.2014.04.005
The barriers women face are consequential to their professional development as
engineers, the root of this bias is largely imparted to the dominance of men in STEM
related career paths. The study followed Portuguese female engineers and watch them
navigate these gender bias’ while finding their identity within the engineering
community. There are four main themes pursued in this study, disguising the differences
with similarities, assuming differences by valuing femininity, assuming differences and
inequalities, and maintaining limits and respect. It is more than what is the difference
between a male engineer and a female engineer. There seems to be a glass ceiling female
engineers struggle to break through. When being interviewed, differences are pointed out
between the genders, but only in the women interviews. Men get asked about family, but
not at length like women. The female engineers that took part in this study acquainted
their employment to being stuck in prison.
Singh, R., Fouad, N. A., Fitzpatrick, M. E., Liu, J. P., Cappaert, K. J., & Figuereido, C. (2013).
Stemming the tide: Predicting women engineers' intentions to leave.
Journal of Vocational
Behavior
,
83
(3), 281–294. https://doi.org/10.1016/j.jvb.2013.05.007
The field of engineering is still one of the most widely sex-segregated professions in the
United States. The amount of money poured into the field to try to entice female
engineers began in 2011. Out of the billions of dollars spent in STEM education, about
10% of that is solely allocated to girls and women in STEM education. The focus has
ANNOTATED BIBLIOGRAPHY
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been directed toward initiatives to stimulate girls interests in math and science and
introduce them to an exciting career in engineering. Gone are the days of typing and
general computer class, present day young ladies can spend their days learning to code
and build. The results have shown that 18% of engineering graduates are women,
however only 11% of engineers are women. For nearly two decades, organizations
struggle to retain their female engineers. It has been reported that roughly 10% of men
leave the field, that pales in comparison to the nearly 50%, of the already marginalized
11% of females that leave each year.
Watts, J. H. (2009). ‘allowed into a man's world’ meanings of work-life balance: Perspectives of
Women Civil Engineers as ‘minority’ workers in Construction.
Gender, Work &
Organization
,
16
(1), 37–57. https://doi.org/10.1111/j.1468-0432.2007.00352.x
The research about balancing work-life is a large part of the working world. For men,
their identity is determined largely by their employment, and women traditionally are to
find fulfillment in the home and with their children. In 2022, that is still the norm. While
yes, women have jobs outside the home, but yet for women, their in the home
responsibilities are still the same. Men and women are moving into gender-atypical
employment areas, which is challenging the traditional stereotypes of male and female
work. Women have made their way into civil engineering however, unlike when women
joined the medical workforce as physicians, this movement is much slower. The field of
civil engineering is still a male-dominated field, women make up about five percent of
the total workforce. Despite the slow growth, there have been women slowly moving to
positions of higher authority and power. 2008 brought great strides for women in the UK,
with a woman becoming the president of the Institution of Civil Engineers.
ANNOTATED BIBLIOGRAPHY
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