Joshua Luchs; Angela Kline (Brigham Young University)
Faculty Advisor; Wright, Geoff (Brigham Young University, Technology and Engineering Studies)
Despite the continual efforts of researchers and academic institutions, STEM fields such as Engineering remain male-dominated in representation. This study explores many of the positive and negative influencers affecting women in the determination to invest in engineering as an academic pathway. Whereas previous literature details many of the social barriers women encounter while pursuing male-dominated fields, this study uniquely investigates the technical focuses, academic mapping, and natural interests with potential to counteract said barriers. To achieve this, data was collected by interviews and surveys among both post-parted collegiate female engineers as well as sixth-grade males and females from local public schools. Surveys given among the younger group particularly provided insight into the framework through which developing females prefer to receive STEM instruction. The Standards for Technological Literacy serve as one of these primary frameworks assessed. By comparing the data on female interest within each Technological Literacy Standard, conclusions offered insight into the applications by which females more naturally take interest in STEM studies. These conclusions lead into the important pursuit of properly mapping STEM curriculum to actively engage and support all genders in a balanced pedagogical model.