Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.
College and Department
Ira A. Fulton College of Engineering and Technology; Technology
BYU ScholarsArchive Citation
Walsh, Thomas Broderick, "An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and Engineering" (2021). Theses and Dissertations. 9229.
technology, engineering, female, women, girls, male, men, boys, technology engineering attitude survey, teas, draw an engineer test, daet, technology and engineering, engineering and technology, education, technology and engineering education, science technology engineering math, stem, science technology engineering art math, steam, non-traditional careers, women in engineering, k-12, middle School, junior high, public school, utah, usa, industrial education, vocational education, stem education, steam education, teaching