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Related Experiment Video

Updated: Apr 18, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Examining Gender Inequality In A High School Engineering Course.

Catherine Riegle-Crumb¹, Chelsea Moore¹

¹University of Texas at Austin, USA.

American Journal of Engineering Education

|January 9, 2015

Summary

Gender disparities persist in high school engineering courses, with females reporting lower interest and confidence. These attitudes did not improve throughout the school year, highlighting a need for intervention.

Keywords:

Attitudes Gender High School Inequality

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Area of Science:

STEM Education
Gender Studies
Engineering Pedagogy

Background:

Gender inequality remains a significant issue in STEM fields, particularly in engineering.
Understanding early interventions is crucial for improving female representation in engineering.
High school engineering courses are a key point for influencing future career choices.

Purpose of the Study:

To investigate gender disparities in attitudes and perceptions within an upper-level high school engineering course.
To analyze the persistence of these gender gaps throughout the academic year.
To inform strategies for enhancing female participation in the engineering pipeline.

Main Methods:

Quantitative analysis of survey data from nearly 200 students across six Texas high schools.
Surveys administered at the beginning (Fall 2011) and end (Spring 2012) of the school year.
Focus on personal attitudes towards engineering and perceptions of the classroom climate.

Main Results:

Females comprised only 14% of students in the engineering course.
Statistically significant gender gaps were observed in interest, perceived value, and confidence in engineering skills.
Female students perceived the classroom as less inclusive and engineering occupations as less progressive.
These disparities did not significantly decrease by the end of the school year.

Conclusions:

Recruitment efforts must address underlying gender differences in attitudes towards engineering.
Interventions should focus on fostering inclusive classroom environments and positive perceptions of engineering careers.
Addressing attitudinal gaps is essential for increasing female representation in secondary STEM education and beyond.