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The Contribution of Relationship to the Representation of Women in Engineering

by Denise M. Wilson - September 20, 2006

The presence of women in engineering fields has remained flat despite significant gains in the representation of women in other, comparably prestigious fields and a substantial research investment in understanding gender issues associated with engineering. Although local gains have been demonstrated in a variety of instructional and extracurricular interventions, widespread change and its resulting improvements in the representation of women are yet to be realized. Engineering and its precursors in the physical sciences demonstrate notably low levels of relational substance, as expressed in the relevance of school to societal value, in instructional models, and in everyday practice. This article explores the role of relational substance in a studentís desire to pursue engineering and in faculty motivation to change a predominant instructional style that has remained relatively stagnant for decades.

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Cite This Article as: Teachers College Record, Date Published: September 20, 2006
https://www.tcrecord.org ID Number: 12727, Date Accessed: 9/17/2021 9:15:44 AM

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About the Author
  • Denise Wilson
    University of Washington
    E-mail Author
    DENISE WILSON is an associate professor of electrical engineering at the University of Washington and a graduate student in the College of Education at UW. Her research interests are focused on both chemical and biological sensor systems design as well as engineering education as it relates to student fulfillment and success in a globalized workplace.
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