Abstract
We describe an initiative to investigate how institutional practices implementing information technology can promote retention of women in engineering through enhancing their self-perceptions and motivations. The initiative uses the self-efficacy theory to implement teaching techniques designed to promote educational attributes: greater motivation, effort, and persistence. The particular method we chose was to design and teach a course to educate women in the area of computer problem diagnosis and repair. Continued demonstration and reinforcement of the proficiency attained by the women throughout the course in computer technology distinguished them among colleagues and established an environment conducive to enhancing students' feelings of self-efficacy and associated control beliefs.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 438-446 |
| Number of pages | 9 |
| Journal | International Journal of Engineering Education |
| Volume | 18 |
| Issue number | 4 SPEC. |
| State | Published - Nov 27 2002 |
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All Science Journal Classification (ASJC) codes
- Education
- Engineering(all)
Cite this
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Thinking inside the box : Self-efficacy of women in engineering. / Shull, Peter J.; Weiner, Michael David.
In: International Journal of Engineering Education, Vol. 18, No. 4 SPEC., 27.11.2002, p. 438-446.Research output: Contribution to journal › Article
TY - JOUR
T1 - Thinking inside the box
T2 - Self-efficacy of women in engineering
AU - Shull, Peter J.
AU - Weiner, Michael David
PY - 2002/11/27
Y1 - 2002/11/27
N2 - We describe an initiative to investigate how institutional practices implementing information technology can promote retention of women in engineering through enhancing their self-perceptions and motivations. The initiative uses the self-efficacy theory to implement teaching techniques designed to promote educational attributes: greater motivation, effort, and persistence. The particular method we chose was to design and teach a course to educate women in the area of computer problem diagnosis and repair. Continued demonstration and reinforcement of the proficiency attained by the women throughout the course in computer technology distinguished them among colleagues and established an environment conducive to enhancing students' feelings of self-efficacy and associated control beliefs.
AB - We describe an initiative to investigate how institutional practices implementing information technology can promote retention of women in engineering through enhancing their self-perceptions and motivations. The initiative uses the self-efficacy theory to implement teaching techniques designed to promote educational attributes: greater motivation, effort, and persistence. The particular method we chose was to design and teach a course to educate women in the area of computer problem diagnosis and repair. Continued demonstration and reinforcement of the proficiency attained by the women throughout the course in computer technology distinguished them among colleagues and established an environment conducive to enhancing students' feelings of self-efficacy and associated control beliefs.
UR - http://www.scopus.com/inward/record.url?scp=0036431739&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036431739&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0036431739
VL - 18
SP - 438
EP - 446
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
SN - 0949-149X
IS - 4 SPEC.
ER -