A multi-year study of engineering self-efficacy in the US: exploring gender differences in a small engineering program

Abstract

This study presents the baseline results of an ongoing study at a small liberal arts university in the US and explores the gender differences in engineering self-efficacy, preparedness, and engagement in undergraduate engineering students. Data from the first timepoint of the survey was used to identify factors such as high school grade point average (GPA), math preparedness, high school mentoring, and college extracurricular involvement, and their correlations with engineering self-efficacy, as measured by the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) scale. Investigation of LAESE subscales revealed that students (regardless of gender) who entered college having previously studied calculus reported greater engineering self-efficacy. Results indicate that women enter college with greater math preparation and high school GPA, however, self-efficacy is not any stronger than that of their male peers. However, women had greater coping self-efficacy and math outcome expectations compared to their male peers. These findings suggest a pipeline issue, where only the women with strong preparation self-identify as being capable of earning an engineering degree. The study also provides information about the differential experiences of women in engineering and suggests future factors to explore more deeply, such as mentoring and club involvement