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Underrepresentation of women of color in railroad engineering

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Underrepresentation of women of color in railroad engineering

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Content Underrepresentation of Women of Color in Railroad Engineering
By
Jacqueline Leclair Patterson
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2025

© Copyright by Jacqueline Leclair Patterson 2025
All Rights Reserved

The Committee for Jacqueline Leclair Patterson certifies the approval of this Dissertation
Maria Ott
Marc Prichard
Corinne E. Hyde, Committee Chair
Rossier School of Education
University of Southern California
2025

iv
Abstract
This study addresses the underrepresentation of women of color in railroad engineering and
identifies barriers and promising practices for diversifying this workforce. Workforce diversity
regarding ethnicity and gender has remained a concern for the railroad industry (Stewart &
Parker, 2016). Between 1997 and 2010, railroad gender representation was constant, at 90% men
(Stewart & Parker, 2016). According to their 2011 study, and updated in 2016, the Federal
Railroad Administration reported the lack of gender diversity has persisted in the railroad
workforce and among railroad academic programs such as rail engineering. The study uses
Bronfenbrenner’s (1979) ecological systems model to understand women’s development as they
progress through their home, educational, and professional careers. The promising practice
approach examines the factors influencing successful women of color as they persist in railroad
engineering. The study utilizes a comprehensive mixed-methods approach, integrating
quantitative data collection from a survey (n = 59) distributed online, and analysis with
qualitative insights from semi-structured (n = 14) interviews to paint a multifaceted picture of the
barriers, experiences, and opportunities for women of color in this industry. The findings
highlight the approaches participants employed to overcome systemic challenges and how they
utilized their determination and passion for the industry to cultivate resilience, ultimately
achieving leadership positions in their organizations. The limitations and delimitations suggest
topics for future research. The study generates five recommendations for practice and opens new
avenues for developing mentorship programs, improving organizational culture and shaping
policies that promote greater diversity.in rail engineering.
Keywords: women in rail, women of color, railroad engineering, freight railroads,
passenger rail, STEM careers.

v
Dedication
To the women in my life, with all my love, starting with my daughter, Janelle. Your unwavering
support during this crazy journey called a doctorate in education has not gone unnoticed. You
believed in me and supported me in so many ways. You made dinner for Marc, Nana, and me
during the nights when I had class, and you helped me edit the videos for my assignments,
dissertation defense, and final defense with your incredible video skills. You gave me ideas and
energy when I thought I had run out of both. Your strength and determination to survive even the
worst of challenges have always inspired me to do better. Because of you, I am “Mama,” which
has been the most important title I have ever held. Thank you, my darling. You make me a better
person.
To my granddaughters, Gracie Lou and Nora Jean. I hope that when you are old enough to read
this dissertation, there are no more barriers and injustices for women in STEM careers.
To my mother, Nora, because you taught me from an early age to be a strong and independent
woman. You gave me everything you had when I left Nicaragua during the revolution. You
trusted me and let me go so I can fly on my own. I hope I have made you proud.
To the memory of my grandmothers, both remarkably named Soledad, Spanish for “solitude,”
though your lives were far from lonely. Surrounded by family and friends, working hand in hand
with your husbands (my grandfathers) in their businesses, you supported your children and
grandchildren with unwavering dedication. I carry your strength in my bones and your spirit in
my heart. Heaven is fortunate to have you.

vi
Acknowledgements
I am grateful to have had the opportunity to work with my dissertation committee. To my
chair, Dr. Corinne Hyde, thank you for your support and guidance throughout this program. I
appreciated every comment, every suggestion to make paragraphs and chapters better, and every
effort to make me a better writer. To Dr. Marc Pritchard, I could not have done this without you.
From the moment I took my first class with you, I knew I wanted you on my committee. Thank
you for accepting! Thank you for making me appreciate the “show-hide” bottom and Word
Editor to avoid passive voice sentences. I marveled about how available you make yourself to
your students. I still do not know how you do it. You are incredible and I consider you, my
Superhero! To Dr. Maria Ott, for your kindness and valuable feedback. I am eternally thankful.
To all my professors during the program. Each of you contributed to my body of
knowledge.
To my Cohort 24, I could not have asked for a better group of professionals. Your
incredible talents motivate me, and I hope we stay lifelong friends.
A special thanks to the women who participated in this study through surveys and
interviews. You are the ultimate inspiration. You gave me your time, your voice, and your
suggestions, with many of you providing additional participants from your network. Thank you
all for your willingness to speak freely and share your stories.

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Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgements........................................................................................................................ vi
List of Tables .................................................................................................................................. x
List of Figures................................................................................................................................ xi
Chapter One: Overview of the Study.............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem.................................................................................................... 3
Purpose of the Study ........................................................................................................... 3
Significance of the Study .................................................................................................... 4
Definition of Terms............................................................................................................. 6
Organization of the Study ................................................................................................... 8
Chapter Two: Review of the Literature .......................................................................................... 9
Historical Context of Railroads in the United States........................................................ 12
Marginalization of Women of Color in Engineering........................................................ 14
Experiences of Women of Color....................................................................................... 18
Role of the Railroads in Recruitment and Retention ........................................................ 21
Bronfenbrenner’s Ecological Model................................................................................. 22
Home, Life, Education, and Societal Expectations........................................................... 24
Work Champions, Mentors, and Access to Leadership.................................................... 27
Support Systems................................................................................................................ 28
Conceptual Framework..................................................................................................... 29

viii
Summary of Literature Review......................................................................................... 33
Chapter Three: Methodology........................................................................................................ 35
Research Questions........................................................................................................... 35
Research Design................................................................................................................ 36
Sample and Population ..................................................................................................... 37
Instrumentation ................................................................................................................. 40
Data Collection ................................................................................................................. 41
Data Analysis.................................................................................................................... 42
Validity and Reliability..................................................................................................... 46
Credibility and Trustworthiness........................................................................................ 47
Positionality ...................................................................................................................... 48
Chapter Four: Results and Findings.............................................................................................. 50
Participants........................................................................................................................ 51
Survey Respondents.......................................................................................................... 52
Interview Participants ....................................................................................................... 53
Results for Research Questions ........................................................................................ 55
Inductive Themes.............................................................................................................. 86
Summary of Results and Findings.................................................................................... 88
The Patterson Model......................................................................................................... 91
Chapter Five: Recommendations.................................................................................................. 94
Overview of Recommendations........................................................................................ 96
Summary of Recommendations...................................................................................... 106
The Patterson Model with Recommendations................................................................ 108

ix
Limitation and Delimitations.......................................................................................... 110
Future Research .............................................................................................................. 111
Conclusion ...................................................................................................................... 113
References................................................................................................................................... 117
Appendix A1: Survey Questions ................................................................................................ 132
Appendix B1: Interview Questions............................................................................................. 139

x
List of Tables
Table 1: Frequency Table of Characteristics of Survey Respondents........................................... 53
Table 2: Qualitative Interview Participants................................................................................... 54
Table 3: Descriptive Statistics and Means Comparisons–Microsystem Home ............................ 56
Table 4: Descriptive Statistics and Means Comparisons–Microsystem School ........................... 60
Table 5: Descriptive Statistics and Means Comparisons–Microsystem Work.............................. 63
Table 6: Descriptive Statistics and Means Comparisons–Mesosystem Home ............................. 66
Table 7: Descriptive Statistics and Means Comparisons–Mesosystem School............................ 69
Table 8: Descriptive Statistics and Means Comparisons–Mesosystem Work .............................. 72
Table 9: Descriptive Statistics and Means Comparisons–Exosystem Home................................ 75
Table 10: Socioeconomic Benefits of Working in the Rail Industry (Themes)............................ 77
Table 11: Descriptive Statistics and Means Comparisons–Exosystem School............................. 78
Table 12: Highlights of Participants’ Responses to Question ES-S1............................................ 80
Table 13: Educational Resources.................................................................................................. 81
Table 14: Descriptive Statistics and Means Comparisons–Exosystem Work............................... 82
Table 15: Summary Table of Research Questions, Findings (Themes), and Subthemes.............. 90
Table 16: Summary Table of Research Questions (Themes)....................................................... 95
Table 17: Summary of Recommendations.................................................................................. 106

xi
List of Figures
Figure 1: Theoretical Framework ................................................................................................. 23
Figure 2: Conceptual Framework ................................................................................................. 30
Figure 3: Explanatory Sequential Design (Two-Phase Design) ................................................... 37
Figure 4: The Patterson Model - Findings.................................................................................... 93
Figure 5: Exposure to Rail Engineering Course in College or University ................................. 107
Figure 6: The Patterson Model - Recommendations .................................................................. 109

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Chapter One: Overview of the Study
Railroad engineering faces significant challenges in attracting and retaining women of
color. The Society of Women Engineers (2022) asserted fewer women of color are enrolling and
graduating from engineering schools. According to the U.S. Bureau of Labor Statistics (2022),
women comprised 17.1% of civil engineers in the United States as of 2022; still, at the time of
this study in 2024, only 3% were Black women, 4.8% were Latinas, and 0.1% were American
Indian/Alaska Native women. Although the U.S. Bureau of Labor Statistics (2022) and Society
of Women Engineers (2022) authenticated the low participation of women of color in science,
technology, engineering, and mathematics (STEM) fields, few studies have established the
difficulties of women of color participating as crews in the operating railroad environment
(Kornweibel, 2009a, 2009b; Starustka, 2013). Literature addressing the underrepresentation of
women of color entering and persisting in the professional engineering field of the railroad
industry remains scarce.
The U.S. rail network consists of two categories: (a) freight rail and (b) passenger rail.
According to the “2021 Report Card for America’s Infrastructure” published by the American
Society of Civil Engineers (ASCE, 2021), private railroad companies have spent over $700
billion to develop the current network over the last 40 years. These expenditures included $24.9
billion in 2018 at an average of over $260,000 per mile (ASCE, 2021). At the time of the study,
the passenger rail side of the equation had a state of good repair backlog worth $45.2 billion in
projects awaiting design and construction (ASCE, 2021). Railroad employers have admitted they
do not have enough engineers to fill positions based on the industry’s growth and the inability to
find replacements for retiring workers (McDowell, 2022).

2
Attracting women of color to railroad engineering could contribute to filling the gap of
needed engineers. In 2021, women of color made up 20.3% of the U.S. population and, by 2060,
most women in the United States will be women of color (Catalyst, 2023). Yet, at the time of the
study, most railroad engineers in the United States were White men, as demographics and
statistics kept by Zippia (2024) indicated, and only 4% of railroad engineers were women.
Furthermore, entering the field may not be enough because women leave the profession for
reasons (Solórzano, 1998) including unfavorable workplace cultures such as racial
discrimination and gender bias (Catalyst, 2018), sexual harassment, and the struggle to achieve
work‒family balance (Mussida & Patimo, 2021). Examining this problem of practice is essential
for the United States to deliver the needs of the 21st-century railroad infrastructure. If
unaddressed, continued exclusion may minimize the impact of women of color in the industry;
inhibit their ability to contribute to their families’ financial well-being; and pass the problem to
future generations, as the lack of identifiable mentors and role models may fail to inspire current
and future female students (Catalyst, 2023).
Background of the Problem
Men have long dominated the engineering profession; social constructs and gender roles
ingrained in societies worldwide have led to the trend of men dominating engineering careers
(Faulkner, 2007). Traditional gender roles have compartmentalized women into certain
professions while discouraging them from pursuing careers in fields such as engineering (Hill et
al., 2010). The result is that fewer women have pursued engineering degrees, and an even
smaller pool of candidates have become engineers for the railroad industry. Additionally, Richter
(2005), in the introduction of his book entitled, Home on the Rails: Women, the Railroad, and
the Rise of Public Domesticity, stated, “People have long understood railroads as places of

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masculine power, characterized by industrial labor, technological development, business
innovation, and political debate” (p. 2). Richter (2005) also elaborated, “Trains received the
‘masculine’ depiction due to the power of their engines and the courage of their engineers” (p.
1). Even in 2024, women in railroad engineering face challenges like those Richter (2005)
depicted in 1869. The demanding nature of railroad engineering jobs, which often require long
hours and frequent travel, can be particularly challenging for women, who still bear the most
household and caregiving responsibilities (Chesterman et al., 2005).
Statement of the Problem
According to Pew Research Center’s (2018) analysis of U.S. government data, women of
color remain underrepresented in STEM fields, especially in engineering and computer science,
compared to the number of women in the U.S. workforce (Kennedy et al., 2021). Women in
STEM programs are a natural feeder to entering railroad engineering as a career. A typical
engineering department for a railroad company includes civil, mechanical, industrial, and
electrical engineers. The engineering department is responsible for building and maintaining the
railroad infrastructure, including track, roadway, signal, bridges, and buildings. In addition,
railroad companies have sought to invest in innovative solutions for fuel-efficient rail car design,
alternate fuel sources (e.g., battery-operated locomotives), and innovative inspection and repairs
methods. Given few women of color enter and persist in STEM, it is not surprising that they also
remain underrepresented in the rail industry.
Purpose of the Study
The study aimed to examine the promising practice of women of color who enter and
persist in railroad engineering. The study used Bronfenbrenner’s (1979) ecological systems
model to understand women’s development as they progress through their home, educational,

4
and professional careers. The promising practice approach examined the factors influencing
successful women of color as they persist in railroad engineering. As such, the research questions
guiding the study were as follows:
1. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their entry into railroad engineering?
2. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their persistence in railroad engineering?
Significance of the Study
For this study, the first stakeholder group consisted of women working for the seven
Class I Railroads in the United States. Class I railroads include (a) Burlington Northern and
Santa Fe Railway; (b) Union Pacific Railroad; (c) CSX; (d) Norfolk Southern Railroad; (e)
Canadian Pacific-Kansas City Southern Railroad; (f) Canadian National; and (g) AMTRAK, a
passenger railroad. The second group of stakeholders consisted of female members of the
American Railway Engineering and Maintenance Association (AREMA). AREMA (2024) is a
professional association resulting from the merger of three engineering associations: (a) the
American Railway Bridge and Building Association; (b) the American Railway Engineering
Association, inaugurated in 1899; and (c) the Roadmaster’s and Maintenance of Way
Association. AREMA membership provides its members resources to demonstrate
professionalism in the field of railroad engineering. The association also dedicates itself to
improving practical knowledge and exchanging information with peers to advance the railroad
industry (AREMA, 2024).
The Biden–Harris presidential administration and the U.S. Senate have recognized the
need to invest in U.S. infrastructure, leading to the passage of the $1.2 trillion Infrastructure

5
Investment and Jobs Act (H.R. 3684) in 2021. As of November 2023, California alone received
$32.8 billion in funding, with $24.2 billion going toward public transportation, including rail
transit, freight rail, and the inaugural high-speed rail project. The latter project aims to connect
San Francisco to Los Angeles with trains traveling at speeds up to 220 miles per hour (MPH)
(The White House, n.d.). These investments in rail have not stopped in California; at the time of
this study, there were 10 other major projects in the United States from Alaska to Illinois to
North Carolina, amounting to billions of dollars in opportunities (Federal Railroad
Administration, 2022).
According to the U.S. Department of Transportation and Federal Railroad Administration
(Stewart & Parker, 2016), the future of the rail industry is bright with rapid growth on the
horizon. In addition, rail reduces highway congestion and is a “greener” way to ship goods. The
current workforce is aging, and the “great resignation” has contributed to additional needs and
new opportunities for engineers (Stewart & Parker, 2016). The “great resignation” refers to a
significant and widespread phenomenon that emerged in the early 2020s, particularly noticeable
in the United States but also observed in other parts of the world. A record number of employees
voluntarily left their jobs across a wide range of industries, defining the “great resignation.” This
trend accelerated in 2021 as the world began to emerge from the COVID-19 global pandemic
(Ellerbeck, 2022). Women in rail can alleviate the workforce shortage in the rail industry if
mentors who have opened doors ahead of them inspire them and serve as examples. Workforce
diversity regarding ethnicity and gender has remained a concern for the railroad industry
(Stewart & Parker, 2016). Between 1997 and 2010, railroad gender representation was constant,
at 90% men (Stewart & Parker, 2016). According to their 2011 study, and updated in 2016, the

6
Federal Railroad Administration reported the lack of gender diversity has persisted in the
railroad workforce and among railroad academic programs such as rail engineering.
Definition of Terms
The following definitions clarify the key concepts used to enhance the reader’s
understanding of the problem of practice and current literature underscoring the impact of access
to employment by women of color in railroad engineering.
• Class I railroads refer to a railroad company that has operating revenues of, or
exceeding, $900 million annually (Association of American Railroads, 2024). At the
time of the study, there were seven Class I railroads in the United States: (a)
Burlington Northern and Santa Fe Railway; (b) Union Pacific Railroad; (c) CSX
Transportation; (d) Norfolk Southern Railroad; (e) Canadian Pacific-Kansas City
Southern Railroad; (f) Canadian National; and (g) AMTRAK, a passenger railroad
The average employee compensation in 2020 was $135,700/year. The total freight
tonnage moved by Class I railroads in 2020 was 19.3 billion tons. Class I railroads
boast fuel efficiency, moving 1 ton of freight 500 miles on just 1 gallon of fuel. As of
2024, U.S. rail network consisted of 140,000 miles, and the capital investment from
1980–2021 was $760 billion (Association of American Railroads, 2024).
• Commuter rail refers to local and regional passenger train operations between a
central city, its suburbs, and/or another central city. It may be either locomotivehauled or self-propelled, have specific station-to-station fares, railroad employment
practices, and usually only one or two stations in the central business district. This is
also known as “suburban rail” (American Public Transportation Association [APTA],

7
2019). Examples of commuter rail properties include southern California’s Metrolink;
northern California’s Caltrain, or Florida’s Tri-Rail.
• Heavy rail refers to an electric railway with the capacity for a “heavy volume” of
traffic and is characterized by exclusive right-of-way, multicar trains, high speed, and
rapid acceleration, sophisticated signaling, and high-platform loading. This railway
type is also known as “rapid rail,” “subway,” “elevated railway,” or “metropolitan
railway,” or “metro” (APTA, 2019). Examples of heavy rail include the Los Angeles
“A” Line (Red Line) and the Bay Area Rapid Transit (BART).
• High-speed rail refers to a rail transportation system with exclusive right-of-way,
which serves densely traveled corridors at speeds of 124 miles per hour and greater
(APTA, 2019).
• Light rail refers to an electric railway with a light-volume traffic capacity compared
to heavy rail. Light rail may use shared or exclusive right-of-way, high- or lowplatform loading, and multicar trains or single cars. Light rail systems are also known
as “streetcar,” “trolley car,” and “tramway” (APTA, 2019).
• Rail transit refers to passenger rail service operating separate from all modes of
transportation on an exclusive right-of-way (APTA, 2019).
• Shortline railroads are smaller railroads that run shorter distances and connect
shippers with the larger freight rail networks. Collectively, these railroads operate
50,000 miles of track, which is 40% of the national railroad network. U.S. short lines
operate in 49 of the 50 states, and in five of those states, they operate 100% of the
freight rail. Short lines also touch 1 in every 4 rail cars moving through the
nationwide network (Association of American Railroads, 2024).

8
• Women of color is a term used to collectively refer to women who belong to racial
and ethnic groups other than White or of European descent (McGee et al., 2023;
Moraga & Anzaldúa, 2022). Throughout this study, I used the phrase “women of
color” to refer to a group of people who self-report their gender as women and whose
race or ethnicity is non-White, Latina/Hispanic, Black/African American,
Asian/Asian American, Native American/Alaskan, Middle Eastern, or North African.
Organization of the Study
Chapter One introduced the importance and significance of the problem of practice and
its stakeholders. Chapter Two examines existing literature behind why women of color do not
enter or persist in STEM. The adjacency and applicability of this phenomenon are in alignment
with the problem of practice because STEM education is the precursor to entering a career in the
railroad engineering department. Chapter Three describes the chosen mixed-methods research
approach used in the study, participant recruitment, data collection, and analysis. Chapter Four
analyzes the data findings and results. Chapter Five concludes with recommendations based on
the gathered data, suggestions for future studies, and a discussion on how women of color could
help solve the workforce needs of the railroad industry.

9
Chapter Two: Review of the Literature
The study focuses on the underrepresentation of women of color in railroad engineering
and contributes to the existing literature on women in the engineering field. More importantly,
the research works toward filling the gap in knowledge about women of color in the railroad
industry, as extraordinarily little is known about how they navigate and succeed in the railroad
system.
The literature search on underrepresentation of women of color in railroad engineering
included terms such as (a) women of color in railroad engineering; (b) women of color in
science, technology, engineering, and mathematics (STEM); and (c) women in civil engineering
through University of Southern California’s libraries, Google Scholar, and JSTOR. The
databases yielded results related to (a) women and women of color in STEM and (b) one thesis
regarding the participation of women of color as locomotive engineers in the operating
environment of the railroad (Starustka, 2013). Conversely, literature was scarce on women of
color with engineering degrees working for the railroads or rail transit agencies. This research
drew from those articles, dissertations, and publications to explore similarities to, and differences
from, women’s experiences working for engineering departments at the railroad.
Examining this problem of practice was important because railroads are essential to
moving goods across the United States, particularly for long-distance freight (Association of
American Railroads [AAR], 2024). Railroads are also hosts to a variety of passenger services
such as localized commuter rail and long-distance trains. The Amtrak service across the U.S.
northeast corridor from Boston to Washington, D.C., is especially busy and successful in moving
passengers to and from those busy city centers. In 2023, freight railroads accounted for
approximately 40% of U.S. long-distance freight volume, more than any other mode of

10
transportation (AAR, 2024). Railroads achieve this high volume of transportation with
remarkable efficiency, as they are the most fuel-efficient way to move freight over land,
transporting 1 ton of freight on 520 miles per gallon of fuel (CSX Transportation, 2024). The
efficiency of trains stems from factors such as steel wheels on steel rails, lower aerodynamic
drag, and technological advancements in locomotives. Trains outperform trucks in fuel
efficiency by 3–4 times, significantly reducing greenhouse gas emissions and making them a
sustainable transportation option (Burlington Northern and Santa Fe Railway [BNSF], 2024;
Union Pacific Railroad [UPRR], 2024). The rail industry has invested in technologies like antiidling systems, energy management systems, distributed power, and the use of biodiesel and
renewable fuels to further enhance fuel efficiency and reduce environmental impact (BNSF,
2024; UPRR, 2024). Ongoing research has explored future technologies such as battery-electric
locomotives and hydrogen fuel cell locomotives to continue improving fuel efficiency and
sustainability in freight transportation (UPRR, 2024). Shifting 10% of the freight currently
moved by the largest trucks to rail would reduce greenhouse gas emissions significantly,
equivalent to removing millions of cars from highways or planting hundreds of millions of trees
(AAR, 2024).
From 1980–2022, the rail industry saw substantial privately owned investments, with
U.S. Class I railroads spending over $250 billion on infrastructure and equipment in the last 10
years. This level of investment is about 6 times higher than the average U.S. manufacturer,
reflecting the industry’s commitment to maintaining and improving its networks (AAR, 2024).
The investments are noticeable. Every 4 years, the American Society of Civil Engineers
(ASCE) releases a report called the ASCE Report Card for America’s Infrastructure. The report
assesses the infrastructure and assigns grades, applying a school report card-style A‒F grading

11
system. Based on their investments, ASCE awarded railroads the highest grade in its last two
report cards, which was a B (ASCE, 2021).
After examining the railroad industry and its investments in maintaining the network in
good repair, exploring the current workforce available for all those jobs was important.
According to Data USA (2021), in 2021, the Rail Transportation Industry Group had a workforce
of 236,746 people, with 9.52% being women and 90.5% being men. Specific figures for
individual companies in the industry have shown varying percentages of women in their
workforce. Freight rail employees are among the highest paid in the nation. In 2022, U.S. Class I
freight rail employees earned an average annual compensation of $143,000, including wages and
benefits (AAR, 2024). Women have limited access to those opportunities due to their
underrepresentation. Furthermore, out of the total women workers, only a fraction were women
of color at the time of AAR’s (2024) study.
Chapter Two describes topics that emerged from literature on factors that affect women
of color entering and persisting in railroad engineering, including (a) choosing to study
engineering, (b) entering the work scene, (c) advancing their careers in the railroad while
navigating some level of marginalization, (d) facing conflicts between gender and engineering
identity, (e) navigating a lack of role models and champions, (f) using their support systems, (g)
balancing work‒family and family‒work conflicts, and (h) assessing the role of the railroads’
recent recruitment and retention efforts. The literature review continues with an examination of
the role that Bronfenbrenner’s (1979) microsystem, mesosystem, and exosystem theoretical
framework plays in these women’s lives. Chapter Two concludes with the review of the
conceptual framework for the dissertation. First, examining the historic context of the railroad
industry in the United States is essential.

12
Historical Context of Railroads in the United States
White men wrote the history of designing, constructing, and maintaining railroads in the
United States (Kornweibel, 2009a, 2009b). These individuals were men of vision, but also men
of greed. Names such as Stanford, Pullman, Vanderbilt, Crocker, Huntington, Hill, and Hopkins
are well-known as railroad pioneers in the United States who risked their capital and reputation
to create the transcontinental railroad (Levine & Nash, 1995). Backed by President Abraham
Lincoln to unite the eastern United States with the western United States, as he had succeeded in
uniting the North and the South, the U.S. government provided great incentives to construct what
became the transcontinental railroad. For each mile of track the railroad built, the U.S.
government granted 640 acres of adjoining land and government bonds upon certification from
the railroad companies of track completion. Those incentives included: (a) $16,000 per mile for
tracks laid in flat lands, (b) $32,000 per mile for tracks laid in the foothills, and (c) $48,000 per
mile for tracks laid in the mountains. The competing railroad companies needed to complete the
tracks within 12 years, or they would forfeit all these incentives (Levine & Nash, 1995).
The race was on, and each railroad tycoon tried to build as much track as possible using
inexpensive labor; consequently, this effort impacted over-exploited populations such as people
of color (Kornweibel, 2009a, 2009b). Enslaved people built the railroads in the southern network
exclusively. At the same time in the western states, the workforce was comprised primarily of
Navajos and other Indigenous peoples, Hispanics, Asians, Irish, and other European immigrants.
(Chang, 2019). Enslaved Black women also worked for the railroads in the early days, taking
care of arduous duties such as cooks and servants for White families traveling by train. White
men held the power and exploited the workforce to feed their appetite for money, influence, and
accumulation of land and riches (Kornweibel, 2009a).

13
Two of those railroad tycoons, Stanford, and Vanderbilt, founded world-class
universities. These institutions have students who have long contributed to science, medicine, art,
and countless innovations; however, both gentlemen made their fortunes from the railroad
industry and used enslaved people as inexpensive labor (Kornweibel, 2009a). According to
Vanderbilt University’s (2024) website, Cornelius Vanderbilt provided the school its initial $1
million endowment in the hopes that “his gift and the greater work of the university would help
to heal the sectional wounds inflicted by the Civil War” (para. 2, History of Vanderbilt
University), but it did not mention similar harm for building the transcontinental railroad with
enslaved labor.
In 2024, while Class I railroads continue to be predominantly male, these companies are
increasingly focusing on efforts to recruit and retain more women (Rust & Mundy, 2020). For
example, the 2024 chief executive officer of BNSF Railway is a woman, but not a woman of
color. From the historical context point of view, analyzing the underrepresentation of women of
color in railroad engineering is complex. Institutions such as the American Railway Engineering
and Maintenance Association (AREMA) have created committees to attract people of color and
women to the profession. These organizations have also sponsored scholarships and internships
to encourage graduation and to eventually hire these professionals.
The combination of an aging workforce, a lack of diversity, and the overall image of the
industry as it expands has confronted the railroad industry with a shortage of engineers (Stewart
& Parker, 2016). Consequently, this literature review revealed two main topics contributing to
the underrepresentation of women of color in railroad engineering: (a) the marginalization of
women of color in STEM and (b) the specific harms related to the double bind of being a woman
of color in a male-dominated industry.

14
Marginalization of Women of Color in Engineering
One of the most common themes emerging from the literature review was the
marginalization of women of color in engineering; the associated subtopics indicate women of
color do not persist in engineering because they feel marginalized, they lack a sense of belonging
in the profession, they have had repeated experiences with sexism and sexual harassment, and
they must negotiate their gender and engineering identities constantly (Godwin & Potvin, 2015;
V. L. Johnson, 2020; Longe & Ouahada, 2019; Wilson & VanAntwerp, 2021). Wilson and
VanAntwerp (2021) highlighted the struggle of women in engineering to develop a sense of
belonging, which worsens by gender identity threat and male dominance. Godwin and Potvin
(2015) suggested that helping women see engineering as a positive way to impact the world can
foster a sense of belonging. Longe and Ouahada (2019) identified gender discrimination,
stereotype, sociocultural limitations, employment discrimination, and sexual harassment as key
challenges for women in engineering and called for addressing these issues to improve their
participation and retention. V. L. Johnson (2020) explored the relationship between campus
racial climate perceptions and sense of belonging among women of color in STEM majors,
underscoring the intersectional challenges faced by these women.
Sense of Belonging
Literature has consistently highlighted the challenges women face in engineering fields,
particularly the need for a sense of belonging. Wilson and VanAntwerp (2021) illuminated the
profound value belonging holds for individuals, particularly those from marginalized groups,
underscoring its significance in the engineering discipline. Smith et al. (2013), Walton et al.
(2015), and Baumeister and Leary (1995) echoed this sentiment, collectively highlighting the
challenges women face in engineering due to a lack of inclusive community and the resultant

15
sense of isolation. Such feelings of isolation not only diminish the potential for positive social
connections but also critically impact women’s retention and success in the field. Godwin and
Potvin (2015) suggested that enhancing belongingness could be key to retaining women in
engineering programs, especially during the vulnerable initial years of college. The universal
desire to belong, as discussed by Baumeister and Leary (1995), transcended individual and
cultural differences, influencing behaviors across various domains, including the specialized
field of railroad engineering. The research pointed to the necessity of creating environments that
promote inclusivity, teamwork, and innovation in railroad engineering—a traditionally maledominated industry. The emphasis on belongingness (Baumeister & Leary, 1995) has not only
supported women’s full participation and collaboration but also contributed significantly to the
advancement of railroad technology and infrastructure. By understanding and nurturing the
connections that foster a sense of belonging, the field of railroad engineering can move toward a
more inclusive and progressive future, underlining the indispensable role of social bonds in
personal well-being and professional achievement. However, although social connections are
crucial, they do not entirely shield women from the challenges they face. Another prevailing
subtopic concerns women’s experiences with gender bias and sexual harassment in the
engineering industry, which continue to pose significant barriers to their full participation and
advancement.
Gender Bias and Sexual Harassment
Women in engineering routinely deal with gender bias and sexual harassment
(Association for Computing Machinery [ACM]. 2023). Despite heightened awareness and
initiatives to address sexism and sexual harassment, the persistence of harassment and gender
bias has continued to challenge inclusivity and equity in the engineering workplace (ACM,

16
2023). Although literature on women of color in railroad engineering is scarce, a study by ACM
(2023) revealed women in STEM professions continue to experience persistent sexual
harassment and gender bias. ACM’s (2023) study reported approximately 61% of women in
STEM professions experienced workplace sexual harassment, and 78% of women reported being
victims of gender bias. The study also highlighted an increase in women’s willingness to take
formal action against such discrimination. One third of the women who reported sexual
harassment chose to leave their firms. Women reported men as the perpetrators in 87% of
harassment cases, identifying most harassers as men (ACM, 2023).
The pervasive issue of harassment in the fields of engineering and other STEM
disciplines hampers the careers, well-being, and retention of women in these sectors
significantly. A revealing study by HR Acuity (2023) highlighted the deep-seated lack of
confidence among 40% of respondents in the fair and thorough investigation of reported
harassment issues, underscoring a prevalent fear of retaliation among the half of those who dared
to report workplace concerns. This fear has a basis, shown by the alarming statistic that 30% of
employees affected by harassment—including bullying, sexual harassment, and discrimination—
eventually leave their positions to escape toxic work environments (HR Acuity, 2023).
Further exacerbating the situation was the (P. A. Johnson et al., 2018) report from
National Academies of Sciences, Engineering and Medicine, which shed light on the daunting
challenges faced in preventing and effectively addressing sexual harassment in academic circles,
particularly in engineering. The report, stemming from a series of panel discussions at the
University of Michigan, unveiled that more than half of the women faculty and staff experienced
harassment, a finding mirrored by student surveys indicating similar harassment rates from
faculty or staff. This persistent harassment not only jeopardizes women’s careers and the

17
integrity of research but also significantly deters progress toward closing the gender gap in
STEM, leading to a considerable loss of talent. According to the report, the academic realms of
science, engineering, and medicine harbor conditions conducive to harassment.
Yonemura and Wilson (2016) added to these concerns by pointing out that the challenge
of harassment extends beyond the experiences of the older generation in the engineering field.
Even among early career engineers, Yonemura and Wilson found that women pinpointed a
hostile work climate, particularly characterized by the gendering of engineering, as the most
significant impediment to their professional development and well-being. These findings
collectively highlighted the critical need for systemic change across STEM fields to create a
safer, more inclusive, and equitable working and learning environment for women, thereby
ensuring they do not lose their valuable contributions to harassment and discrimination.
Gendering of Engineering
The engineering field, though making strides in inclusivity, still faces significant
challenges in being fully friendly to women. The Society of Women Engineers (2022) reported
the percentage of women in engineering has increased since 2000, but the growth has remained
slow. Among young adults with a bachelor’s degree in a STEM field, women, especially Black
and Hispanic women, are employed in engineering and computing occupations at lower rates
than men of the same racial or ethnic backgrounds. The proportion of Black and Hispanic
women in engineering is more than 2 times lower than that of White men (Society of Women
Engineers, 2022).
Bystydzienski and Brown (2012) explained that traditional gender stereotypes often
associate women with a focus on interpersonal relationships and social engagement and typically
have viewed men as more inclined toward abstract thinking and technical pursuits.

18
Consequently, women are more likely than men to gravitate toward engineering fields that
highlight social and humanistic aspects of the profession (Bystydzienski & Brown, 2012). For
instance, women have increased their participation in environmental and industrial engineering
because the engineering industry promotion portrays these fields as more woman-friendly and
compatible with women’s traditional interests and assumed abilities (Bystydzienski & Brown,
2012). Railroad engineering, a subset of the broader engineering field, offers unique challenges
and opportunities for women, as the power of the trains and their tracks lends a masculine
perception to railroads. Genuine transformative change is achievable when the presence of
women in the workplace surpasses a pivotal threshold, allowing them to maintain their unique
identities as women (Wilson & VanAntwerp, 2021). Such transformation also depends on the
shift from traditionally male-centric workplace cultures to settings that are more welcoming and
accommodating to women. An inclusive culture must embrace and respect individuals of all
genders, regardless of the extent to which women express their femininity or men their
masculinity (Wilson & VanAntwerp, 2021). Gender and racial barriers intensify the experience
of women of color in railroad engineering.
Experiences of Women of Color
Women of color often face gender and racial barriers that exceed the individual impacts
of either discrimination form. Scholars commonly refer to this concept as intersectionality
(Crenshaw, 1991). This section examines how racial barriers, microaggressions,
macroaggressions, and racial stereotypes subject women of color in STEM careers, including
railroad engineering, to discrimination. These subtopics have contributed to women leaving the
industry. This section also covers the factors that have aided women to stay in the industry and
how those factors could facilitate the persistence of women of color in railroad engineering.

19
Racial Barriers, Microaggressions, Macroaggressions
Women of color face obstacles related to both their race and gender, with the combined
effects often surpassing the impact of each type of discrimination on this own (Crenshaw, 1991).
Such challenges lead to stereotyping, exclusion, and deficiencies in professional growth and
emotional backing that foster a sense of isolation and impede their career progress. Alexander
and Hermann (2016) and Lehman et al. (2016) suggested women’s race and ethnicity impact
their experience in science fields by perpetuating negative racial stereotypes and inequities.
Kim and Meister (2023) described the existence of microaggressions against women in
technical field based on interviews with 39 women leaders in STEM from the United States and
Canada. Kim and Meister’s respondents reported experiencing and observing a variety of
microaggressions: (a) having their technical competence devalued, (b) ignoring or interrupting
their ideas, (c) denying the existence of gender bias, (d) abnormalizing women’s values and
communication styles, and (e) highlighting women’s characteristics in an unwanted or negative
way. Dealing with these experiences can be difficult. The respondents in the study described
experiencing a range of negative emotions but found that having allies help (Kim & Meister,
2023).
Rust and Mundy (2020) presented an inspiring look at this subtopic by positing that
industry recognition of outstanding women rail employees at all levels can promote role models
for aspiring women rail employees and can help break down stereotypes (Rust & Mundy, 2020)
to prevent reasons why women leave the industry.
Lack of Persistence: Why Women Leave Science and Engineering
A multifaceted array of systemic issues contributes to the underrepresentation of women
of color in railroad engineering and more broadly in STEM fields, exacerbating their exit from

20
the profession. A seminal study by Fouad et al. (2017) revealed a glaring misalignment between
women engineers’ occupational needs for comfort and the reality of their work environments,
encompassing inequitable compensation, poor working conditions, and inflexible schedules that
hinder work–family balance. Beddoes (2019) further compounded this discomfort by
highlighting additional barriers that early-career female engineers face, including doubts about
their competence, sexual harassment, gender discrimination in job assignments, and
evaluations—all of which diminish their organizational commitment and drive them to consider
leaving the field.
The COVID-19 global pandemic disproportionately exacerbated women leaving STEM
careers, especially those in underrepresented groups, who had to juggle increased caregiving
responsibilities with professional demands. Women often balanced these roles in environments
that offered little support or recognition for their unique challenges. This period revealed a stark
contrast in the treatment and opportunities afforded to women of color, who faced stricter
standards of competence, and fewer significant assignments compared to their White peers
(Obiomon et al., 2007; Society of Women Engineers, 2022). The cumulative effect of these
systemic barriers, biases, and disparities paints a distressing picture of the STEM landscape for
women of color, underscoring the urgent need for comprehensive reforms to foster a more
inclusive, equitable, and supportive environment that encourages their retention and
advancement in the field. Yet, some women have found a way to stay in STEM, and their
promising stories are worth exploring.
Why Women Stay in Science and Engineering
The persistence of women in the engineering field hinges on a combination of personal
conviction and professional identification (Buse et al., 2013). Buse et al.’s (2013) research

21
underscored self-efficacy, confidence, and a deep-seated identification with the engineering
profession as pivotal determinants of career longevity in science and engineering domains. Buse
et al. also posited that women who thrive and elect to stay in these challenging fields often share
several key personal attributes: (a) a robust belief in their own engineering acumen and the
capacity to balance professional and personal life, (b) a profound and multifaceted identification
with their role as engineers, (c) adeptness in assimilating into and contributing positively to
workplace culture, (d) a proclivity for valuing and nurturing relationships in professional
contexts, and (e) a fervent commitment to pursuing work that is impactful and fulfilling. These
enduring professionals typically regard their career path as a choice aligned deeply with their
personal aspirations and values (Buse et al., 2013). In contrast, those who depart from
engineering often perceive their entry into the field as pressured or externally influenced and are
more inclined to attribute negative career outcomes to personal shortcomings or missteps (Fouad
et al., 2011). Moreover, Buse et al. highlighted environmental and lifestyle factors (e.g., marital
status, parenting responsibilities) as significant influences on a woman’s decision to persist in or
depart from the engineering sector. This body of research collectively suggests the integration of
personal identity with one’s professional role, alongside a supportive work and family
environment, plays a crucial role in fostering the retention of women in engineering careers, and
the railroads themselves can play that crucial role of retaining women in the industry.
Role of the Railroads in Recruitment and Retention
Dick et al. (2019) reported that investments in freight railroads and the emergence of rail
transit have suddenly increased the demand for railroad engineers. Academia and the industry
lack the capacity to manage the surge (Dick et al., 2019). In 2015, women made up 2% of the
railroad engineers in the United Kingdom; the low percentage of women participating in rail

22
transportation stemmed from the low representation of women in engineering or rail-related
schools (García-Jiménez et al., 2020). García-Jiménez et al. (2020) also cited the impact of
career breaks on women’s professional lives due to childbirth leave and child or elderly care
responsibilities, plus the job requirements of long periods of working away from home or having
unpredictable work shifts or overtime as other incompatible factors with the role of primary
caregiver for children and other family responsibilities.
As the senior project managers who had railroad engineering in their academic programs
continue to retire, the railroad industry faces the prospect of all future rail design being inherited
by a young generation of designers who have little, if any, academic background and domain
knowledge of railroads (Dick et al., 2019). Subsequently, the railroad industry must recognize
the need to develop a more diverse workforce. As veteran railroaders reach and exceed
retirement ages, leaving the industry to compete for qualified talent to fill vacant positions,
railroaders must explore their most under-represented talent pools and find ways to appeal to
them. To attract more women, railroaders face the challenge of rebranding the rail industry’s
reputation as old fashioned and male dominated (Brajkovic, 2019). Since 2015, railroads have
increased their efforts to recruit women through social media, advertising in professional
organizations, creating affinity groups, connecting new hires with more seasoned professionals,
and inviting female college and high school students on site to bring potential future railroads to
the industry (Huso, 2015).
Bronfenbrenner’s Ecological Model
Bronfenbrenner’s (1979) ecological systems model guided this study. The theory consists
originally of four environmental levels: (a) the microsystem, (b) the mesosystem, (c) the
exosystem, and (d) the macrosystem. In 2005, Bronfenbrenner added a fifth system, the

23
chronosystem. The theory claims that each level affects the development of a person differently.
An expanded definition of the first three systems that guided this study continues in the next
section, along with the graphical representation of Bronfenbrenner’s original model.
Figure 1
Theoretical Framework
Note. Adapted from The Ecology of Human Development: Experiments by Nature and Design by
U. Bronfenbrenner, 1979. Harvard University Press.
In 1979, Bronfenbrenner introduced the concept of the microsystem as a framework that
encompasses the activities, roles, and interpersonal relationships encountered by an individual
during their development in specific physical and material contexts. The second system is the

24
mesosystem, which Bronfenbrenner (1979) explained as the interrelations among two or more
settings. In the mesosystem, the developing person actively takes part in (a) the relations among
home, school, and neighborhood peer groups for a child; and (b) the relations among family,
work, and social life for an adult.
Next, the exosystem consists of one or more settings in which the developing person is
not directly involved but where events take place that influence the dynamics in the individual’s
immediate context. In 2005, Bronfenbrenner’s model added the concept of time and called it the
chronosystem, which consists of all the environmental changes that influence development over
the lifetime—including major life transitions and historical events. Although Bronfenbrenner’s
(1979) ecological model does not explain directly why certain women of color enter and thrive in
railroad engineering, it informs the understanding of the systems that contribute to their entrance
and persistence in the industry. Therefore, an adaptation of Bronfenbrenner’s ecology model for
studying the entry and persistence of women of color in railroad engineering required examining
literature on the barriers these women encounter in the context of their microsystem,
mesosystem, and exosystem. The three subtopics that emerged in this literature review were the
examination of the women experiences at home life, education, and societal expectations, the
role that work champions and mentors play for women to persist in their railroad careers, and
women’s support systems to help them succeed.
Home, Life, Education, and Societal Expectations
Throughout history, women of color in railroad engineering have navigated a complex
landscape of societal expectations and professional challenges (Alfred et al., 2018). Despite
facing negative stereotypes and sometimes restrictive societal norms, these women have shown
resilience and a commitment to contributing to the railroad industry. During critical periods such

25
as wars, women have stepped into roles essential to the nation’s infrastructure, showcasing their
skills and knowledge as railroad telegraphers and even working in early railroad construction in
the United Kingdom by disguising themselves or taking on labor-intensive roles traditionally
reserved for men, as noted in UPRR (2024) and Wojtczak (2005).
The experiences of Latinas in engineering reflect a spectrum of familial support and
societal expectations (Robinson, 2013). Although some Hispanic families emphasize the
importance of education as a pathway to opportunities unavailable to previous generations,
encouraging their daughters to excel academically and pursue higher education, others may not
recognize education as a viable or important opportunity for women, leading to varied
expectations and support for Latinas in pursuing engineering careers (Robinson, 2013). Despite
the challenges and underrepresentation in the engineering field, initiatives have emerged to
support Latinas’ participation, including mentorship programs and efforts to shift societal
perceptions by responding to the stark disparity in their representation in the engineering
workforce and their low percentage of engineering degrees (DiMaria, 2021; Robinson, 2013).
For Black women in engineering, the journey is fraught with additional hurdles, including
stereotypes, recruitment biases, and exclusionary practices in the workplace, contributing to their
significant underrepresentation in the field (American Society for Engineering Education, 2016;
Fletcher et al., 2023). The influence of family dynamics, including the role of fathers and the
educational level of mothers, also plays a critical role in shaping the career choices and
opportunities available to women of color in engineering (Adamsons et al., 2007; Corwyn &
Bradley, 2002).
The societal expectation for women to prioritize family responsibilities and match men’s
professional dedication perpetuates a double standard that significantly hampers the inclusion

26
and success of women in male-dominated fields like railroad engineering. Huston (2008) posited
that as more mothers enter the workforce, families increasingly rely on nonmaternal care for
children at younger ages, or mothers temporarily suspend their careers. Goldin and Katz (2011)
extensively studied the costs associated with workplace flexibility, including job interruptions,
shorter hours, part-time work at certain points in a career, and daily work flexibility. Claudia
Goldin won the 2023 Nobel Prize in Economics due to her extensive work examining the
women’s labor market. This entrenched stereotype, which allocates the primary caregiver role to
women and the provider role to men, underlines the challenges women face in balancing
professional aspirations with societal expectations, contributing to their underrepresentation in
fields such as railroad engineering (Starustka, 2013). Addressing these deep-rooted societal
norms and expectations is crucial for fostering a more inclusive and equitable environment that
supports the participation and advancement of women of color in engineering.
Despite the availability of scholarships and grants specifically for women, including
those for women of color, many women of color still face significant financial challenges in
pursuing a 4-year engineering degree. Organizations such as AREMA, AMTRAK, and the
League of Railway Women offer scholarships, internships, and mentorship opportunities in the
railroad industry that can be beneficial for women of color pursuing careers in railroad
engineering (Brajkovic, 2019). If parents succeed in creating an emotionally stable and
stimulating environment, they can minimize the negative effects of financial restrictions (DavisKean, 2005). However, professionals cannot underestimate the effect of work champions,
mentors, and access to leadership positions.

27
Work Champions, Mentors, and Access to Leadership
Efforts to support women of color in the realm of railroad engineering have been
multifaceted, aiming to bridge the gap in gender equality and foster diversity, equity, and
inclusion in the industry. Such initiatives, as reported by Brajkovic in 2019, include
organizational commitments like those of the League of Railway Women, which not only seeks
to connect and cultivate women’s presence in rail but also recognizes individuals who advance
the cause of attracting and retaining women in the field through annual awards. Researchers have
also emphatically noted the importance of mentorship and role modeling, highlighting their
critical role in providing access and exposure to STEM education and careers for
underrepresented groups, especially women of color (Atkins et al., 2020; Nkrumah & Scott,
2022). Despite a noted increase in the number of women occupying management positions
within the railroad workforce by 2024, the representation of women of color has remained
disproportionately low, underscoring a persistent challenge in achieving true diversity in the
sector.
In a broader effort to understand and close the gender gap in STEM fields, Microsoft’s
2017 initiative took a direct approach by engaging middle school girls in Europe through focus
groups to pinpoint the barriers to pursuing STEM careers (Microsoft, 2017). The feedback
illuminated the necessity for five foundational supports: (a) female role models, (b) practical
experience through direct exercises, (c) teacher mentors, (d) applications to real-life scenarios,
and (e) the assurance of gender equality. These insights underline the broader challenges faced
by women of color in STEM, including the scarcity of mentors, insufficient resources,
unprepared educators, and environments not conducive to learning and development. V. L.
Johnson (2020) further emphasized the critical need for organizations to actively engage in the

28
recruitment, development, and retention of talented women of color in STEM fields to combat
these barriers. This collective evidence points to a pressing requirement for concerted efforts
across the industry to not only increase the representation of women, particularly women of
color, but to also create supportive ecosystems that enable their success and longevity in
engineering and technology sectors. The railroad industry has increasingly recognized the need
for workplace support (Brajkovic, 2019).
Support Systems
BNSF Railway, one of the U.S. Class I railroads, has recognized the traditional belief that
women are primarily responsible for childcare and household duties (BNSF, 2024); such a belief
can impact various aspects of women’s lives, such as job opportunities, career growth, and
work‒life balance. Despite advancements in gender equality and increased paternal involvement
in parenting, studies and societal norms have suggested that women often endure caregiving and
domestic tasks. Such imbalance can affect women’s workforce participation, financial
independence, and career progression significantly (BNSF, 2024). BNSF offers support to
women as they navigate work and family responsibilities because retaining talent and fostering
diversity in the industry is crucial. The sector has progressed in helping women as they manage
the dual demands of work and family life (BNSF, 2024). Examples of these resources include
BNSF Railway’s support of working mothers by aiding in finding affordable childcare options
(BNSF, 2024). Network Rail (2024) in the United Kingdon introduced a flexible working policy
and an employee network for gender equality called “Inspire,” with a small group of women in
2013 to support women at Network Rail and fulfill their potential. Since then, “Inspire” has
evolved into a gender equality network aimed at championing the rights of all workers and it is
the biggest employee network within the railroad with 2,500 members. The company has also

29
committed to increasing the number of women in its workforce and engaging with schools and
colleges to encourage young women to choose STEM subjects (Network Rail, 2024).
Additionally, The Railway Association of Canada (Railcan, n.d.) provides resources for women
in the rail industry, including information on career growth and professional development. The
organization is committed to supporting and celebrating the women who contribute to Canada’s
railways (Railcan, n.d.). This support is necessary because the industry estimates needing more
than 140,000 engineers in the years to come to deliver the billions of dollars in rail infrastructure.
In the United States, the rail industry has increasingly recognized the need to support
women in this field. For example, one of the most esteemed railroad publications, Progress Rail,
hosts a Women in Leadership Conference that includes influential speakers in the rail sector and
encourages attendees to network and share their personal leadership journeys (Brajkovic, 2019).
Development programs, networking opportunities, and associations provide members with a
ready pool of potential mentors. Brajkovic (2019) recommended that all employees should try to
find a mentor, or multiple mentors, throughout their career to excel in the railroad. Only by
providing this support and studying this problem of practice, women in railroad engineering may
inspire future generations to get involved as railroad engineers to design, construct, and maintain
the railways for decades to come.
Conceptual Framework
The conceptual framework for this research built on Bronfenbrenner’s (1979)
microsystem, mesosystem, and exosystem factors affecting the preparation of U.S. women of
color in three settings: (a) their home lives, (b) their education journeys, and (c) their interactions
at work once they enter and persist in railroad engineering. The study only included women in

30
the United States; however, looking at other countries as part of the macrosystem, and following
the women over time in their chronosystem, can serve as topics of a follow-up study.
Overview of Theory
This study emphasized the theoretical concepts of the microsystem, mesosystem, and
exosystem (i.e., the first, second, and third ecological systems) and their application in three
settings in women’s lives: at home, at school, and at work. Figure 2 presents a visual depiction of
the conceptual framework for the study.
Figure 2
Conceptual Framework

31
Microsystem: Parents, Teachers, and Friends
Bronfenbrenner (1979) posited the microsystem is the most immediate environment in
which a child lives and interacts. At the microsystem level (Bronfenbrenner, 1979), the
conceptual framework for this study explored the impact of the family unit—including parental
roles and birth order—on the development of women of color in the household. Additionally,
this study aimed to investigate the role of educational factors (e.g., peers, teachers, educators) in
shaping and influencing the path of women of color toward earning a college degree. Upon
entering the workforce, the microsystem, encompassing friends and colleagues, unveils the
factors that contribute to their persistence in their respective fields. The study sought to
understand how a young girl’s direct relationships can affect her development through direct
interaction. For example, at home, nurturing relationships may foster emotional security and
cognitive development, whereas negative interactions could hinder growth (Gonzales, 2020). At
school, positive reinforcement encouraging girls to pursue math and science increases their
likelihood of developing interest and confidence in these areas, contributing to long-term career
aspirations in male-dominated fields such as engineering (Waugh & Guhn, 2014).
Bronfenbrenner (1979) emphasized that development is not just a one-way process—girls also
shape their microsystem. A girl’s behavior and academic performance, for example, can
influence how her parents and teachers interact with her, reinforcing positive developmental
outcomes (Sadownik, 2023).
Mesosystem: STEM Education, Mentors, and Support Systems
Interaction that are part of the mesosystem must involve a direct interface between two
aspects of the microsystem that contribute to an individual’s development. Bronfenbrenner
(1979) focused on the linkages between home and school, peers and family, and family and the

32
community. In this study, the mesosystem interaction examined the role STEM education plays
in women’s lives, the relationships women foster with their educators and mentors, and the
support system with which women surround themselves to create an environment to thrive and
persist. The mesosystem interaction between home, school, and work may influence a woman’s
ability to navigate her career, education, and family life. Positive, reinforcing relationships across
these areas provide support for professional and personal success, and conflicting messages can
create barriers, especially in fields with low representation of women (e.g., STEM, railroad
engineering). For example, according to Waugh and Guhn (2014), when the mesosystem aligns
in such a way that family, school, and work reinforce one another, women tend to have stronger
career advancement opportunities. For instance, a woman who receives encouragement from her
family and mentors at work may have greater confidence in pursuing leadership positions. If her
work environment also offers career development programs that build on her academic
background, such support can further solidify her pathway to success.
Exosystem: Public Policy, Railroad Engineering Exposure, and Societal Norms
Like the microsystem and mesosystem, Eisenhart and Allen (2020) and Rice and Alfred
(2016) highlighted the role of institutional practices, normative discourses, and interactional
dynamics in shaping the experiences of women of color in engineering. This study focused the
exosystem on the factors that women of color report as facilitating their entry and persistence in
railroad engineering. Public policy that supports collaborations through either funding or
incentives may strengthen the exosystem’ s role in bridging the gap between education and
career, increasing the likelihood of women pursuing and staying in engineering (Sadownik,
2023). This study also looked at what public policy and railroad initiatives have influenced the
women’s inspiring practice. Societal norms about gender can influence significantly whether

33
women feel welcomed or excluded in industries like engineering. Moreover, cultural
expectations that portray engineering as a male-dominated field can discourage women from
pursuing these careers. The exosystem, through the influence of media, social institutions, and
policy advocacy, plays a role in shaping these norms (Sadownik, 2023). The culture of the
railroad industry, shaped by broader societal expectations, often reflects the standards of a
traditionally male-dominated field. If the industry is slow to adapt to inclusivity, this exosystem
influence can limit women’s advancement or participation. However, changes in societal
norms—such as increasing the visibility of female engineers in leadership roles or industry
boards—can create a more welcoming and supportive environment for women entering the field
(Waugh & Guhn, 2014).
Summary of Conceptual Framework
In pursuit of a successful career in railroad engineering, women of color navigate barriers
in the male-dominated railroad industry. Women face challenges due to enduring gender roles
and stereotypes in the rail industry that influence their career choices and opportunities (i.e., the
microsystem). Despite advancements in technology and work conditions, women remain
underrepresented in railroad engineering (i.e., the mesosystem). Federal laws aimed at promoting
gender diversity in male-dominated occupations such as railroads have not been fully effective,
with gendering practices persisting in the industry (i.e., exosystem).
Summary of Literature Review
The purpose of the study was to understand the strategies that successful women of color
use to enter and persist in railroad engineering. The literature review revealed two main topics
contributing to the underrepresentation of women of color in railroad engineering. The first
overarching topic is the marginalization of women of color in STEM, with subtopics of a lack of

34
sense of belonging, gender bias and sexual harassment, and gendering of engineering
(Baumeister & Leary, 1995; Godwin & Potvin, 2015; V. L. Johnson, 2020; Longe & Ouahada,
2019; Wilson &VanAntwerp, 2021). The second topic stemmed from the harms coming from the
double bind of being a woman of color in a male-dominated industry including racial barriers,
microaggressions, macroaggressions and stereotypes (Alexander & Hermann, 2016; Kim &
Meister, 2023; Lehman et al., 2016; Rust & Mundy, 2020). The final topic covered what the
railroad industry has done to attract and retain women in the industry, including recruitment
efforts and celebration of women who are succeeding in the industry to serve as mentors and
champions of future generations (Brajkovic, 2019; Dick et al., 2019; García-Jiménez et al., 2020;
Huso, 2015).

35
Chapter Three: Methodology
U.S. investment in rail projects in freight and passenger systems has generated
opportunities for women of color to participate in its labor market. Women of color represent an
untapped human resource (Cross et al., 2021). The study aimed to understand the factors that
successful women working in rail have used to enter and persist in railroad engineering and serve
as identifiable mentors for other women. This chapter delves into the study design devised to
explore the underrepresentation of women of color in the field of railroad engineering—a sector
where diversity and inclusion are pivotal yet often overlooked dimensions. In addition, this
chapter introduces a comprehensive mixed-methods approach, integrating quantitative data
collection and analysis with qualitative insights to paint a multifaceted picture of the barriers,
experiences, and opportunities for women of color in this industry. By leveraging statistical
evidence and personal narratives (Creswell & Creswell, 2023), my objective was to uncover the
nuanced dynamics that have contributed to the underrepresentation phenomenon, foster a deeper
understanding of the systemic challenges, and pave the way for more equitable practices in
railroad engineering.
Research Questions
The study used Bronfenbrenner’s (1979) ecological systems model to understand
women’s development as they progress through their homes, educational settings, and
professional careers. The following research questions guided this mixed-methods study:
1. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their entry into railroad engineering?

36
2. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their persistence into railroad
engineering?
Research Design
Given the multifaceted nature of the issue and the complex social, cultural, and systemic
factors involved—coupled with the desire to understand how women of color interpret their
experiences, how they construct their worldviews, and what meaning they attribute to their
experiences (Merriam & Tisdell, 2016)—I collected quantitative and qualitative data in a mixed
method of research (Creswell & Creswell, 2023). Mixed methods provided a robust
understanding of this problem of practice by overcoming the limitations of quantitative and
qualitative data and combing their strengths to yield the best results in addressing why women of
color do not enter and do not persist in railroad engineering. In addition, studying the promising
practice factors of how successful women in the industry navigate these barriers served as a basis
for mentorship and empowerment for future generations of women. As such, the epistemological
perspective that best aligned with this problem of practice was a critical one (Merriam & Tisdell,
2016) to change, emancipate, and empower women of color to enter and persist in railroad
engineering.
Quantitative research focuses on obtaining objective, numerical data to understand
patterns, trends, correlations, and relationships in the problem of practice (Creswell & Creswell,
2023). The qualitative method brings to light the subjective experiences and meanings that
individuals attach to their experiences; in this lens, I sought to uncover the lived experiences,
perspectives, and narratives of women of color to gain insights into the cultural, social, and
personal factors contributing to their underrepresentation and persistence in the railroad industry.

37
Creswell and Creswell (2023) identified three core mixed methods of design: (a) the
convergent design, (b) the explanatory sequential design, and (c) the exploratory sequential
design. This study used the explanatory sequential design, as depicted in Figure 3. In this twophase design, the first phase involved collecting quantitative data, analyzing the results, and then
gathering qualitative data to explain the quantitative results in more detail. The data collection
from the first phase involved rigorous quantitative sampling mixed with the purposeful sampling
of the second qualitative phase (Creswell & Creswell, 2023).
Figure 3
Explanatory Sequential Design (Two-Phase Design)
Note. Adapted from Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches by J. W. Creswell & J. D. Creswell, 2023, p. 235. SAGE Publications.
Sample and Population
Creswell and Creswell (2023) suggested that exploring data more deeply than what
quantitative or qualitative databases initially offer is essential for tackling today’s complex

38
issues. This approach involves gathering numerical data and listening to individual voices. The
underrepresentation of women of color in railroad engineering is an example of such a complex
and stubborn problem.
The study’s quantitative surveys measured attributes such as age, ethnicity, education
level, and gender (Robinson & Leonard, 2019). The survey also measured the behaviors,
thoughts, and beliefs of women of color and their attitudes about their entry and persistence in
railroad engineering. As part of the protocol for the survey, an information sheet appeared at the
beginning of the survey, and the directions explained to the participants that if they continued
with the survey, they were giving their consent to participate. I obtained approval to conduct an
online survey through two professional organizations whose members work in rail systems.
Ideally, the aim was to recruit over 100 participants to take the survey and draw the interview
participants from those who provided a positive answer to the question of whether they agreed to
participate in an interview. The study recruited contributors who had engineering degrees,
entered and persisted in the field, and held leadership positions in their respective railroad
organizations. The two methods of recruitment were: (a) professional associations such as
AREMA and Women’s Transportation Seminar (WTS) and (b) national rail-centric publications.
I am a life member of the AREMA, which is the premier association for the development
and advancement of technical and practical knowledge and recommended practices pertaining to
the design, construction, and maintenance of railway infrastructure. Formed in 1899, AREMA
has a rich history of service to the railroad industry (AREMA, 2024). AREMA is comprised of
approximately 5,500 members, whereas WTS boasts a membership of 9,000 and its mission is
advancing the transportation industry and the professional women who lead it (WTS, 2023). I
contacted both organizations using a recruitment letter to introduce the study and ask for

39
permission to invite members to participate in an online survey. AREMA declined the proposal
to provide the survey to their membership, citing their rules on confidentiality.
The industry publications the study used to recruit potential candidates for surveys and
semi-structured interviews included Railway, Track, & Structures (RT&S); Progressive
Railroading; and Railway Age. These national publications had recently published their third
annual edition featuring women in rail who had succeeded in this field and provided valuable
examples of persistence to the upcoming generation. RT&S and Railway Age agreed to send the
survey to their subscribers, on the condition of cobranding the survey with their logos. This
request generated a need to submit an amendment to the University of Southern California’s
(USC) USC’s Institutional Review Board (IRB). IRB approved the amendment in May 2024.
Qualitative methods rely on a purposeful sample of selected participants that can best
assist the researcher to understand the problem of practice and to answer the research questions
(Creswell & Creswell, 2023). As such, USC IRB approved the protocol to conduct semistructured interviews (Merriam & Tisdell, 2016) with 14 women who were working and
succeeding in railroad companies at the time of the study. The United States has seven major
railroads operating in its borders: (a) Burlington Northern and Santa Fe Railway; (b) Union
Pacific Railroad; (c) CSX Transportation; (d) Norfolk Southern Railroad; (e) Canadian PacificKansas City Southern Railroad; (f) Canadian National; and (g) AMTRAK, a passenger railroad. I
conducted interviews with one or two women from each railroad and women working for rail
consulting firms who served the rail industry, totaling 14 women, to achieve maximum variation
sampling. This approach provided richer and more nuanced insights into the research topic, as it
ensured the sample included a broad spectrum of views and contexts. Additionally, I recruited
participants on a voluntary basis. The interview protocol started by giving the participants an

40
information sheet document and asking them for their permission to proceed with the interview. I
conducted virtual interviews through USC’s Zoom platform using pseudonyms for the railroads
and participants to protect the confidentiality of the organizations and the women involved in the
research...
To participate in the study, participants met the following criteria. The first criterion in
the purposeful sample (Patton, 2002) consisted of three factors and included women with an
engineering degree working for a railroad, or a rail transit agency in the United States at the time
of data collection. The second criterion was they must have achieved management level, which
meant they had responsibilities of an engineering unit with supervisory responsibilities. The third
criterion required longevity in their place of work. That is, the participant must have been in the
same company for at least 5 years to ensure each participant understood the corporate culture.
Instrumentation
The instrumentation for this mixed-methods research included surveys and interviews.
Developed for this study, both instruments aimed to measure the experiences of women of color
as they enter and persist in railroad engineering. I disseminated the surveys using USC’s
Qualtrics software and collected the data via online distribution for convenience and
accessibility. The software facilitated data collection into organized spreadsheets for data
analysis, reducing data entry errors, and accelerating research question and hypothesis testing
(Creswell & Creswell, 2023). Appendix A delineates the survey questions and their alignment to
the research questions for the quantitative phase of the study. The qualitative research method
relied on my role as the instrument for data collection and was inductive and deductive, based on
participants’ meanings (Creswell & Creswell, 2023). Appendix B presents the questionnaire used
to conduct the semi-structured interviews (Merriam & Tisdell, 2016). There were no

41
modifications made to the instruments. Appendix B also delineates the interview questions and
their alignment with the research questions.
Data Collection
Data collection consisted of two distinct phases per explanatory sequential design for
mixed methods (Creswell & Creswell, 2023). The first phase involved qualitative sampling using
the online surveys and the second phase entailed the qualitative interviews. The survey opened as
soon as IRB approved the protocol in May 2024 and remained available until early July 2024. I
selected the interview participants from those meeting the aforementioned criteria and expressing
willingness to participate in the interviews. Interviews started on June 24, 2024, and concluded
on July 25, 2024.
Surveys
Once IRB approved the research protocol and its amendment, the survey was issued
online through a Qualtrics survey link. The link also included descriptive language covering the
study’s purpose, the voluntary nature of the survey, privacy and confidentiality polices, and
general instructions for completing the survey. Although the survey was anonymous, there was
an option for participants to self-identify if they were interested in participating in an interview.
Once launched, participants accessed the survey and started providing their input. Despite an
early surge of answers, I continued to send reminders to my network for 6 weeks. The rail
publications also agreed to issue a reminder encouraging women in the industry to participate.
Interviews
Railroad companies are widespread across the vast territory of the United States;
therefore, the interviews employed what Merriam and Tisdell (2016) referred to as computermediated communication, such as Zoom. The interview lengths ranged from 25‒57 minutes. In

42
any qualitative study, ethical issues relating to protection of the participant and confidentiality
are of concern (Merriam & Tisdell, 2016). Hence, the participants used pseudonyms during the
interviews and in my notes. I carefully reviewed the transcripts to remove any information that
could lead to the identification of the participants. I also clearly communicated to the participants
how their information was part of the informed consent process and offered a debrief session
after the study as an opportunity to discuss the use of their data to address any concerns they had
about the information they shared for the study. The university’s Zoom service stores the data
with password protection and encrypted files for digital data. The study will retain the data for 1
year after its completion, following IRB guidelines. After 1 year passes and the study concludes,
USC’s Zoom server automatically deletes the files. If necessary, software such as BitRaser or
Secure Eraser permanently erases files from digital storage devices since simple deletion does
not remove them from computers.
Data Analysis
The study followed the process depicted in Figure 3 for the data analysis. Based on the
quantitative data from the surveys, there were no adjustments made to the interview questions or
probes. Analyzing both databases involved combining the quantitative results with the qualitative
data collection, representing the point of integration (Creswell & Creswell, 2023). The
quantitative surveys provided an opportunity for those participants willing to participate in
interviews to respond affirmatively and provide their contact information. The qualitative
sample, derived from the surveys, maximized the importance of one phase explaining the other,
serving as a strong validation point (Creswell & Creswell, 2023).

43
Quantitative Data
The survey instrument consisted of closed-ended questions per Bronfenbrenner (1979)
microsystem, mesosystem and exosystem in three settings, the women at home, school and work.
The online survey distribution used USC’s Qualtrics platform. The primary tool for analyzing the
quantitative data was JMP® Statistical Software suite (JMP Pro 17), an analytical tool provided
by USC. The report from JMP® helped to visualize, analyze and prepare the data for analysis.
Chapter Four includes tables from each system in its respective setting following the conceptual
framework of the dissertation. The five-point Likert scale allowed for inferential statistical
analysis of the data from strongly disagree (1) to strongly agree (5). The survey also included
key demographic data of the participants. The selection of a Likert scale provided a numerical
representation of survey results. The complement of the Likert-scale questions were two openended inquiries designed to delve deeper into the areas probed by the Likert-scale sections.
Qualitative Data
Recording the interviews enabled multiple viewings for cross-checking the collected
data. Questions followed Bronfenbrenner’s (1979) microsystem, mesosystem, and exosystem,
aligning with the three settings in the conceptual framework: women at home, at school, and at
work. After generating transcriptions in Zoom, I used Microsoft Word to analyze and code the
text. I fed the Microsoft Word files into Dedoose software to code and triangulate the data for
themes, integrating my experiences to interpret the data.
Coding
Coding generated descriptions of the participants and categories with deductive and
inductive themes for analysis (Creswell & Creswell, 2023; Merriam & Tisdell, 2016). Coding,
according to Creswell and Creswell (2023), is the process of organizing the data by bracketing

44
chunks and writing a word representing a category in the margin (Rossman & Rallis, 2012). In
addition to using Dedoose for coding, I conducted an exploratory analysis and carefully read and
reread the data, looking for key words, trends, themes, or ideas in the data that helped outline the
analysis (Guest et al., 2012). The coding categorized the data per each of Bronfenbrenner’s
(1979) systems and settings in accordance with the conceptual framework for the study and their
relevance to the two research questions and the emerging themes from the literature review. In
addition, I enhanced the process by applying thematic coding to the Microsoft Word transcribed
data, identifying repeated words and topics. This computer-based approach was faster and more
efficient than hand coding (Creswell & Creswell, 2023). Direct quotes substantiated the themes
as evidence.
Triangulation
Triangulation is the best-known strategy to shore up the internal validity of a study
(Merriam & Tisdell, 2016). To maximize the credibility and trustworthiness of the research, I
used qualitative and quantitative data, compared and cross-checked the data with each other, and
analyzed the secondary data found through the literature review. In addition, to enhance the
validity of the data collected from research interviews, I employed member-checking as part of
the triangulation process. Member checking involved returning the transcriptions to the
participants to ensure that the interpretations accurately reflected their experiences and
perspectives (Birt et al., 2016). This method helped to verify the credibility of the data, allowing
participants to confirm or clarify their statements, thereby reducing researcher bias and
enhancing the trustworthiness of the study (Lincoln & Guba, 1985). By using member checking
alongside data from interviews, I triangulated the findings, which strengthened the overall
reliability and validity of the research conclusions (Creswell & Poth, 2018),

45
Secondary Data
Existing literature regarding women of color in railroad engineering is scarce; therefore, I
examined multiple types of secondary data to gather context and background information
relevant to the underrepresentation of women of color STEM because of its adjacency to railroad
engineering. Pew Research Center (2018) conducted a study on the perceived workplace
inequities among women in STEM who work mostly with men. Published in January 2018, this
study discussed disparities in the representation of women in certain STEM fields; differences in
perceptions of equity and inclusion; and the challenges women face in terms of career
advancement, workplace environment, and work‒life balance compared to their male
counterparts. In addition, Pew Research Center reported on the experiences of women in STEM
and how they vary significantly by their race and ethnicity, with women of color facing unique
challenges. The data for the report included decennial censuses (i.e., U.S. Census Bureau’s 1990
and 2000) and a nationally representative online survey of 4,914 U.S. adults, ages 18 and older
who were working in STEM jobs. The comprehensive survey had questions about women’s
experiences at home, school, and work, which was relevant to my study of women of color in
railroad engineering. Therefore, I used these data to cross check themes for analysis.
Another source of secondary data included the analysis of pertinent railroad publications
that contained interviews with women in rail to connect with the inductive themes and
categorization. This approach aligned with the conceptual framework and research questions.
Railway Age, one such publication, initiated awards for women in rail. The awardees receive
interviews in those specific issues, serving as an additional triangulation strategy to enhance the
credibility and trustworthiness of data collected in the qualitative research approach (Merriam &

46
Tisdell, 2016). Lastly, AREMA hosts podcast interviews with women in women in rail. I
fortified the findings of this study with the cross checking of these podcasts.
Validity and Reliability
Robinson and Leonard (2019) defined validity as “generally refers to the degree of
truthfulness or accuracy of measure or item; in other words, whether and how well an item
measures what is intended to measure” (p. 213) and reliability as “concerned with the degree to
which the questions we ask on a survey generate the same type of information each time they are
used under the same conditions” (p. 214). The quantitative instrument included questions
centered on Bronfenbrenner’s (1979) ecological model for three systems and three settings.
Organized in a sequential manner, the questions inquired about the early lives of the women and
followed them as they navigated from their microsystem to mesosystem to exosystem to persist
in railroad engineering. To assess validity, I involved the help of expert reviewers who were
knowledgeable in the subject matter of the survey to obtain valuable insights into whether the
survey items were relevant, comprehensive, and appropriately targeted. Experts, such as the
dissertation chair for this study, professors, and committee members, assisted me in evaluating
the survey questions for clarity, relevance, and bias, ensuring each item represented the
measuring construct accurately. Their feedback highlighted potential issues with the wording of
questions, the structure of the survey, and the inclusion or exclusion of certain items that could
affect the survey’s overall validity. Furthermore, the experts suggested modifications and
additions to improve the survey’s coverage of the topic. According to Creswell and Creswell
(2023) the most important form of reliability for multi-item instruments is the instrument’s
internal consistency. Once the survey results came in, the researcher conducted a statistical

47
analysis to measure reliability and assess how closely related the set of survey items are as a
group (Salkind, 2014).
This study did not use Cronbach’s alpha to assess the reliability of the survey instrument.
While Cronbach's alpha is a widely used measure of internal consistency, it is sensitive to sample
size and the number of items on the scale. With a relatively small sample size of (n = 59)
participants, Cronbach's alpha may not perform optimally, potentially resulting in a lower
coefficient than expected. This phenomenon occurs because Cronbach's alpha is influenced by
the number of respondents and scale items. A small sample size can lead to an underestimation
of internal consistency, as it reduces the statistical power and increases the standard error of the
reliability estimate. Consequently, a low Cronbach's alpha in this context does not necessarily
indicate poor reliability but rather reflects the limitations imposed by the small sample size.
The sample size justification uses Lakens (2020) resource constraints choice as the exact
number of women and women of color working in rail is unusually small. To mitigate this issue
and to further strengthen the study, (n = 14) women in rail participated in semi-structure
interviews. These qualitative interviews provide an additional layer of depth and context,
allowing for a more comprehensive understanding of the participants’ experiences and
perceptions. The integration of qualitative data helps to triangulate the findings from the
quantitative analysis, thereby increasing the robustness of the study and enhancing the reliability
of the conclusions drawn. This mixed-methods approach allows for richer insights and provides a
nuanced perspective that may not be captured through quantitative measures alone.
Credibility and Trustworthiness
Merriam and Tisdell (2016) underscored the importance of ensuring validity and
reliability in quantitative research; however, in qualitative research, the paradigms are credibility,

48
transferability, dependability, and confirmability (Lincoln & Guba, 1985). To shore up the
credibility of the study, I recorded the interviews on camera, making the data available and
viewable as often as necessary to ensure the data accurately captured the participants' thoughts
and views. In addition, by taping the interviews on camera, the body language and voice
variations of each participant revealed additional data when answering each interview question.
In this manner, I triangulated the spoken words with the observable emotions of the answers. I
took reflective notes to help identify and mitigate biases, and discussed and reviewed the
methods, findings, and interpretations with the dissertation chair and committee members. These
individuals helped me identify biases that I could have missed, and triangulated the data with
observations, when possible, to balance out individual biases.
Positionality
As a woman of color in the railroad industry, my positionality contributes to the story of
resiliency in this business, and it provides a unique perspective, given that I have been able to
succeed and turn off the background noise that could have derailed my career. Furthermore, my
positionality as a business owner of a consulting firm that specializes in railroad engineering,
coupled with my intersectionality of being a Hispanic immigrant woman who has experienced
racism, xenophobia, and sexism in a career dominated by White men, has given me a fervent
desire to learn from others who have successfully navigated similar barriers and to create
opportunities for women of color in the railroad industry. Practitioners must work to mitigate
unfavorable workplace cultures, such as racial discrimination and gender bias (Catalyst, 2018),
sexual harassment, and the struggle to achieve work‒family balance (Mussida & Patimo, 2021).
In the last 40 years, I have rarely encountered someone who looks like me in a position of power.
I acknowledge that growing up in another country has given me a distinct perspective from those

49
who were born and studied in the United States. By interviewing women who are leaders in
railroad engineering, I may not share their experiences, and I need to be aware of that potential
disconnect.

50
Chapter Four: Results and Findings
The U.S. rail industry is thriving due to its inherent sustainability. Class I railroads boast
fuel efficiency, moving 1 ton of freight 500 miles on just one gallon of fuel (CSX Transportation,
2024). The passenger rail industry has aimed to remove as many single-occupancy cars as
possible to reduce carbon dioxide emissions from the environment. According to Cresci et al.
(2019), trains remain the most efficient, least polluting alternative in urban mobility. Cresci et al.
also demonstrated that at average occupancy, a single commuter rail train can transport 9 times
as many people in 1 hour as one traffic lane of cars. The current U.S. rail network consists of
140,000 miles, and the capital investment from 1980–2021 was $760 billion (Cresci et al., 2019).
As such, the railroad industry offers plentiful opportunities for engineers.
Yet, the industry faces a resource challenge with its current workforce retiring and not
enough entering the profession. Attracting women of color to railroad engineering would
contribute to filling the gap of needed engineers. In 2021, women of color made up 20.3% of the
U.S. population and by 2060, most women in the United States will be women of color (Catalyst,
2023). According to Data USA (2021), in 2021, the Rail Transportation Industry Group had a
workforce of 236,746 people, with 9.52% being women and 90.5% being men. Specific figures
for individual companies in the industry have shown varying percentages of women in their
workforce. Freight rail employees are among the highest paid in the nation. In 2022, U.S. Class I
freight rail employees earned an average annual compensation of $143,000, including wages and
benefits (Association of American Railroads [AAR], 2024). Women have limited access to those
opportunities due to their underrepresentation. Furthermore, out of the total women workers,
only a fraction were women of color at the time of AAR’s (2024) study.

51
The study explored the promising practice and the role of Bronfenbrenner’s (1979)
microsystem, mesosystem, and exosystem in three settings: (a) women at home, (b) at school,
and (c) at work to understand what factors affect the entrance and persistence of women of color
in rail engineering. The following research questions guided this study:
1. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their entry into railroad engineering?
2. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their persistence in railroad engineering?
Participants
The study used the mixed-methods approach that consisted of quantitative and qualitative
sampling of women working in the rail industry. After receiving approval from USC’s IRB, a
survey was cobranded with two rail-centric publications, Railway Age and Railway Track &
Structures (RT&S Magazines). Railway Age is a well-established U.S. trade magazine for the
rail transport industry, published monthly by Simmons-Boardman Publishing Corporation.
Founded in 1856, it is one of the oldest trade magazines in the transportation industry (Railway
Age, 2024). Railway Age focuses on various aspects of the rail industry, including technology,
operations, strategic planning, marketing, legislative issues, and labor and management
developments. The magazine primarily reaches management levels of North American freight
and passenger railroads, making it a key publication for industry professionals. Railway Age has
a significant reach, with an average of approximately 95,000 readers per issue, accounting for 3.6
readers per copy. The magazine’s readership is highly engaged, with 80% of subscribers acting
on advertisements or editorial content and a substantial portion involved in purchasing decisions.
Railway Age also covers a wide range of topics in its issues, from technological advancements

52
and regulatory updates to company news and industry analysis, making it a crucial resource for
those in the rail transport sector. RT&S is also a monthly publication that focuses on the North
American rail industry, specifically targeting rail engineer and maintenance of way. The reach of
RT&S extends across the United States and Canada, with a readership that includes key decision
makers and professionals in the rail industry. This wide circulation helps ensure the latest news,
trends, and technological updates are accessible to those who are shaping the future of rail
transport (RT&S, 2024). Both publications approved the use of their respective listservs for the
dissemination of the survey. All participants held engineering degrees, were 21 years or older,
and had been in the industry longer than 5 years.
Survey Respondents
IRB approved the online survey in May 2024, including an amendment that allowed the
cobranding of the survey with the magazines’ logos. The survey link remained open until early
July 2024. A total of 113 members responded to the survey, with 34 of them providing their
information to participate in the semi-structured interviews. Out of 113 respondents, only 112
identified themselves as a woman and provided answers to the survey; moreover, the results did
not include 22 individuals who started the survey but did not complete it. Therefore, the sample
size for the study decreased to 90 respondents. Of the 90 remaining respondents, only 64
provided affirmative answers of being employed by the rail industry full time, and 59
participants stated they were working as engineers with a degree in engineering. The final
sample size was (n = 59). Table 1 lists the frequency characteristics of the survey respondents.

53
Table 1
Frequency Table of Characteristics of Survey Respondents
Category n %
Education
Participants with bachelor’s degree in
engineering, (BS) 37 63
Participants with master’s degree, (MS) 22 37
Ethnicity
White, (WT) 32 54
Non-White, (NW) 27 46
Industry
Working in freight rail, (FRGT) 33 56
Working in passenger rail and consulting firms,
(PS/BT)
26 44
Workday
Field/construction management, (FLD) 33 56
Office, (OFF) 26 44
Caregiving responsibilities
No, (CR-NO) 30 51
Yes, (CR-YES) 29 49
Interview Participants
The purpose of the study was to determine the factors that contributed to women of color
entering and persisting in rail engineering. As such, the first criterion in the purposeful sample
(Patton, 2002) consisted of three factors: (a) women with an engineering degree working for a
freight railroad, a passenger rail agency, or a consultant to either or both industries in the United
States; (b) women who achieved management level, which meant they had responsibilities of an
engineering unit with supervisory responsibilities; and (c) longevity in their place of work, which

54
meant being in the industry for at least 5 years. Table 2 provides an overview of survey
respondents with the three intended characteristics. The duration of the interviews varied from
25–57 minutes. For confidentiality reasons, the participants agreed to use pseudonyms for their
names and their organizations.
Table 2
Qualitative Interview Participants
Pseudonym Industry Ethnicity Age group Years in industry Caregiver
Anny Freight Asian 21–30 6 Yes
Cookie Freight White DNS >25 Yes
Flower Passenger Hispanic 31–40 8 No
Jaime Passenger Asian 31–40 12 No
Justine Freight Hispanic 41–49 21 Yes
Katherine Freight Black 31–40 20 No
Kathleen Freight White 21–30 6 No
Katrina Freight White 41–49 21 Yes
Linda Passenger Black 31–40 15 Yes
Mia Passenger White 41–49 12 Yes
Monica Freight White 21–30 6 No
Ms. Smith Freight Mid East/North African 41–50 22 No
Paco Freight White 51–60 33 Yes
TB Passenger Black 41–50 20 No
The study followed the original protocol that aimed to conduct interviews with 14
women. The interview lengths varied between 25 and 57 minutes. According to Merriam and
Tisdell (2016), ethical issues relating to the protection of the participants are of concern in any
qualitative study. Therefore, I greeted participants by reading the informed consent in the

55
interview protocol indicating the purpose of the study, the sequence of the interview questions
(i.e., from upbringing to educational preparation to work setting), restated that the interview was
confidential, and that the questions were for evaluative purposes only and not meant to be a
judgment of the participant. I also reminded the participants of the use of pseudonyms for their
identities and their organizations to facilitate confidentiality. Furthermore, participants could
decline to answer any questions they felt uncomfortable discussing and withdraw from the
interview at any time. Table 2 indicates the characteristics of the interview participants varying
in age, ethnicity, years of experience, and whether they had caregiving responsibilities.
The study used USC’s Zoom platform to conduct the interviews. The software generated
three files: (a) an audio file, (b) a video file, and (c) a transcription file. I reviewed the
transcription file as soon as each interview ended to make sure the words matched what the
participant said. On occasion, the word captured by the transcription did not match the
conversation and I edited those words, especially rail engineering jargon. The clear transcripts
created in Microsoft Word went into Dedoose for coding. Dedoose is a web-based application
designed for mixed-methods research, integrating qualitative and quantitative data analysis.
Results for Research Questions
Creswell and Creswell (2023) identified three core mixed methods designs: (a)
convergent design, (b) explanatory sequential design, and (c) exploratory sequential design. This
study used an explanatory sequential design. In this two-phase design, the first phase involved
collecting quantitative data, analyzing the results, and gathering qualitative data to explain the
quantitative results in more detail. The data collection from the first phase entailed rigorous
quantitative sampling mixed with the purposeful sampling of the second qualitative phase
(Creswell & Creswell, 2023). The following sections present the results of the quantitative

56
surveys for each research question, followed by a presentation of participant statements from the
semi-structured interviews. The section ends with a summary of the results and a synthesis of the
findings.
Microsystem: Home (Quantitative)
The survey queried respondents to gauge the influence and support in the home
microsystem on their decisions to enter a railroad engineering career. The sample mean (M =
3.56, SD = 0.95) suggested a limited impact in their home microsystem. The descriptive statistics
across the select demographic categories also pointed to relatively standardized responses. There
were no statistically significant comparisons in the demographic categories (i.e., education, race
or ethnicity, rail sector, work location, or caregiving responsibilities). Table 3 highlights the
results for the home microsystem.
Table 3
Descriptive Statistics and Means Comparisons–Microsystem Home
Comparison n M SD df t F p
Sample 59 3.56 0.95
BS
MS
37
22
3.66
3.39
0.91
1.02 1 -1.03 1.06 .309
NW
WT
32
27
3.59
3.52
1.03
0.87 1 -0.30 0.09 .766
FRGT
PS/BT
33
26
3.60
3.51
0.84
1.10 1 -0.33 0.11 .743
FLD
OFF
33
26
3.69
3.40
0.87
1.05 1 -1.16 1.35 .251
CR-NO
CR-YES
30
29
3.77
3.34
0.97
0.90 1 -1.73 2.98 .090
Note. 95% Confidence Interval (CI) used for calculating p values, which means that, if we
extract samples from the population and compute a confidence interval for an average of them
each time repeatedly, the average of the population would fall into these interval for the 95% of

57
the time. Degrees of Freedom (df) of 1 indicates comparisons between two independent groups,
t-value helps determine whether there is a statistically significant difference between the means
of the groups. F-value to assess whether there are significant differences between group means,
p-value indicates the probability that the observed differences between groups occurred by
chance. Sample size, n. M is the median and SD is the standard deviation.
Table 3 results correlated with the literature review from Chapter Two suggesting that
children’s achievements are predictors when parents create an emotionally stable and stimulating
environment regardless of race or socioeconomic status (Davis-Kean, 2005). The qualitative
results allowed for a comprehensive understanding of how the home microsystem influence
women’s careers.
Microsystem: Home (Qualitative)
Children develop their earliest social and emotional skills through interactions with
family members (Bronfenbrenner, 1979). These relationships form the foundation for their sense
of security and self-worth. Parents and siblings are crucial in shaping a child’s attitudes,
behaviors, and expectations (Bronfenbrenner, 1979). The qualitative interviews substantiated
significant parental support for education. Although the parents and other important people in the
women’s home setting did not insist on a STEM degree, they encouraged, supported, and set
expectations for pursuing a 4-year degree. Additionally, their responses pointed to the early
development of a strong work ethic, a skill essential for navigating STEM education.
Parental Support for Education
The semi-structured interviews (Merriam & Tisdell, 2016) revealed that support from
immediate family members, particularly parents and siblings, was crucial for 13 out of 14 (93%)
participants. Anny, an Asian mechanical engineer working for a freight railroad, stated, “From

58
early on, my parents … instilled … that education and grades were very important.” Similarly,
Katrina, a White woman working for a freight railroad, commented, “My parents went to
college, so they put emphasis on education … to the point that I didn’t know that college was
optional.” Linda, a Black woman working for a rail consulting firm, said, “My parents told me
that they didn’t care what program I chose in college, but that I was getting a 4-year degree.”
Paco, a White woman working for a Class I railroad, remarked, “Growing up in a family of
engineers, education and technical careers were the norm. It was never a question of if I would
go to college, but what I would study.” Collectively, the participants’ responses pointed to the
emphasis their parents placed on education; however, the singular contrary respondent
highlighted the impact cultural norms and expectations can have on young girls.
Traditional beliefs in the roles women should fill serve as barriers to their pursuit of
STEM education and subsequent careers. Flower, a Hispanic woman working for a passenger
rail agency, reflected on her early family life by saying:
My mother has an elementary school education, and my father had only middle school.
They didn’t push for a college education, but they wanted us to have a better life. I had a
lot of arguments with my mother … because she didn’t want me to leave for college. Our
tradition was you grow up, you get married, and that is when you can leave home. So, I
said to her, “Whether I have your blessing or not, I am leaving.” Dad came around
eventually, and thankfully, I didn’t leave the house without a blessing.
The overwhelming focus on parental support for education was evident. Although the parents did
not emphasize a career in STEM, they encouraged the women on this study to pursue a college
degree and had a strong family bond growing up. This support was vital in their personal lives
and careers, providing encouragement and guidance while building an exceptional work ethic.

59
Hard Work and Ethics
The participants expressed how important it was for them to grow up with strong values.
They witnessed their parents work hard to provide a good life for them and remarked on how
they believed their parents to be very ethical. For example,
• Cookie, a White woman working for a freight rail company, mentioned, “Both my
mom and dad had really good work ethics, so my brother, sister and I also have
good work ethic.”
• Mia conveyed, “My dad wanted me to have a better life than him. He worked
three jobs to make ends meet. My dad was always a pretty strong influence on
me.”
• Justine, a Hispanic woman working for a freight rail company, shared, “My
father, being the first in his family to graduate from college, instilled a strong
sense of determination in me.”
A strong emphasis on education, parental influence, and examples of their hard work and
determination contributed to the successful navigation of this study’s microsystem participants.
Furthermore, as the participants continued to grow and expand their social networks, they
encountered a new environment that influenced their development, and that was the microsystem
in their school setting.
Microsystem: School (Quantitative)
The survey asked respondents to gauge the influence and support in the school
microsystem on their decision to enter a railroad engineering career. The questions asked sought
to find out how teachers and curriculums in the microsystem influenced the participants to
pursue a career in STEM. The sample returned a mean (M = 3.03, SD = 0.74) indicating limited

60
impact on the decision to enter railroad engineering position from the microsystem in their
school setting. The statistics shown in Table 4 demonstrate results that were not statistically
significant.
Table 4
Descriptive Statistics and Means Comparisons–Microsystem School
Comparison n M SD df t F p
Sample 59 3.03 0.74
BS
MS
37
22
2.95
3.17
0.63
0.90 1 1.06 1.13 .292
NW
WT
32
27
3.02
3.05
0.72
0.78 1 0.15 0.02 .884
FRGT
PS/BT
33
26
3.07
2.99
0.69
0.81 1 -0.43 0.18 .671
FLD
OFF
33
26
3.69
3.40
0.87
1.05 1 -1.16 1.35 .251
CR-NO
CR-YES
30
29
2.90
3.17
0.54
0.89 1 1.43 2.04 .159
Note. 95% CI used for calculating p values.
The school microsystem is important to the development of a child because that is the
first setting after home and parents that introduces other adults and children with the opportunity
to influence the child’s larger environment (Bronfenbrenner, 1979). Therefore, qualitative
research provided rich data to analyze this problem of practice in conjunction with the survey
results.
Microsystem: School (Qualitative)
In the school setting, children experience a different yet equally impactful microsystem.
Here, teachers, peers, and school staff become central figures in their lives (Bronfenbrenner,

61
1979). Schools provide a structured environment where children can develop academic skills,
social competencies, and a sense of independence. For example, positive interactions with
teachers and classmates can foster a child’s academic motivation and social skills, and
participation in school activities can build resilience and teamwork abilities. The qualitative
interviews from this study revealed the importance of elementary school teachers and counselors
who took an interest in the participant’s development.
Educational Experiences and Early Science Programs
Early exposure to science and other educational experiences played a vital role in
participants’ development. For example, Jaime, an Asian woman working for a passenger rail
agency, stated, “I went to a private high school in the Bay Area. My career counselors there told
me that given my interests in math and science, I should consider civil engineering and that
totally made sense to me.” Similarly, Monica, a White woman working for a freight railroad
company, shared, “I owe my love for reading and science to my eighth-grade teacher and I also
had a lot of good teachers in high school, especially my AP calculus teacher and my AP physics
teacher were phenomenal.” TB, a Black woman working for a rail engineering consultant,
shared:
My school did not have a summer camp in STEM; however, there was a community
organization that did, and I attended for 6–8 weeks in the summer where we would learn
different things including advanced math classes to prep us for the upcoming school year.
Alternatively, some of the women attended special programs in their elementary schools such as
Ms. Smith, who shared, “I attended what they called extra potential classes, or expo, where you
go on Saturdays and take classes measuring your strengths. It is not like the STEM programs you
see now but focused on science and math classes.”

62
Playmates, Sports Participation and Self-Confidence
Early exposure to science and other educational experiences had an impact on the
participants’ development as expressed in the prior section. However, during the interviews there
was another theme that consistently came out during conversations, and that is the participation
on school sports with playmates, or outdoor activities within the participants’ microsystem that
enhanced their educational experience. In total, nine out of 14 (64%) participants in the semistructure interviews expressed the important role of participating in sports, or team activities that
contributed to their perceptions of teamwork and determination to succeed in what they try. For
example, Jaime played basketball in high school and was part of the dance team. Mia was part of
the track team and played tennis. Justine rode horses and was a barrel racer. Monica played the
cello. Katrina was a drummer, and she is still part of a rock band. Paco played field hockey.
Linda danced. Katherine played softball. And Kathleen was a competitive swimmer that
contributed to her affording college since she had a scholarship to swim for her university.
Although studying self-confidence and self-efficacy is beyond the scope of this study, it is
interesting to connect how the role of the microsystem at school, the interaction with playmates,
and the team activities contributed to building inner strength in the participants.
As the participants of this study progressed from school to adulthood, the transition to the
workplace marked another significant shift in their developmental journey. The microsystem in
the work setting shaped their professional identities. It also influenced their social relationships
in profound ways.
Microsystem: Work (Quantitative)
According to the conceptual framework on this study, the analysis of the work
microsystem consisted of influences of friends and acquaintances on women in the rail industry.

63
The sample returned a mean indicating limited impact on the decision to enter railroad
engineering position from the microsystem in the work setting (M = 3.21, SD = 0.86). The
statistics shown in Table 5 demonstrate results that were not statistically significant.
Table 5
Descriptive Statistics and Means Comparisons–Microsystem Work
Comparison n M SD df t F p
Sample 59 3.21 086
BS
MS
37
22
3.14
3.34
0.68
1.09 1 0.89 0.79 .377
NW
WT
32
27
3.11
3.33
0.93
0.76 1 0.99 1.00 .322
FRGT
PS/BT
33
26
3.30
3.10
0.83
0.89 1 -0.92 0.85 .362
FLD
OFF
33
26
3.14
3.31
0.91
0.79 1 0.76 0.58 .451
CR-NO
CR-YES
30
29
3.30
3.12
0.75
0.96 1 -0.80 0.64 .427
Note. 95% CI used for calculating p values.
Of note, supplementing the statistical analysis of the survey were the narratives of the
participants. The contributors shared valuable information on how the work microsystem
influenced their decision to enter the rail industry. They also provided significant insights on
how the microsystem offered support and opportunities to grow within the industry.
Microsystem: Work (Qualitative)
In the work setting, the microsystem encompasses interactions with colleagues,
supervisors, and clients. The workplace introduces a new set of expectations and responsibilities,
where women in rail must navigate professional relationships and career demands. The semistructured interviews revealed that positive work environments offering support and

64
opportunities for growth enhanced their job satisfaction and performance. For instance,
mentorship programs and collaborative projects helped individuals develop essential skills and
build a sense of belonging in their professional community. The qualitative interviews revealed
that the work microsystem was influential in women entering the railroad industry.
Friends and Acquaintances
At work, the microsystem includes interactions with friends, colleagues, and
acquaintances. They provide positive social interactions helping individuals cope with workplace
challenges and pressures. Also, these connections can provide information about job openings,
career advice, and introduction to professionals in the industry, which was the case for Paco, a
White woman working for a freight railroad, who shared, “A lady from church told me that the
railroad was recruiting women engineers and encouraged me to apply. I did and was hired. That
was 33 years ago.” Flower, a Hispanic engineer working for a passenger rail agency,
commented:
One day, a friend called me to check on me to make sure I was doing okay. I told him I
had been laid off from my work and he said he had an opening that was perfect for me
working on a first of a kind rail project. So, I applied and was hired.
Positive social interactions with friends, colleagues, and acquaintances were pivotal in
helping individuals navigate workplace challenges and seize career opportunities. Stories like
those of Paco and Flower illustrated how these relationships could open doors to new job
prospects and provide critical support during career transitions. Paco’s journey began with a
church acquaintance who informed her about job openings for women engineers, leading to a
fulfilling 33-year career. Similarly, a friend’s timely intervention during a period of

65
unemployment revitalized Flower’s career and led to her involvement in a groundbreaking rail
project.
Work Demands
The railroad industry is notoriously demanding for all professionals, but specially for
women with families. Trains move 24 hours per day, 7 days per week, 365 days per year.
Coupling this demand with the necessity of taking care of family puts extra pressure on women.
The participants shared how they shore up this need with support from family and friends. For
example, Paco expressed: “getting pregnant while working for the railroad added complexity.
Thankfully, for the first 3 years I had a nanny at home which was super awesome.” Cookie
shared:
Yes, traveling for the railroad is tough on families. Luckily, my children’ dad didn’t
travel for his job and was a teacher. So, it was really helpful that our careers balanced
each other out. He was able to be home a lot with the kids and loved doing it. So, it
worked out well.
These narratives highlighted the influence of personal connections in the work
microsystem, demonstrating that supportive networks can significantly shape career trajectories
and contribute to professional success in the railroad industry. Although the microsystem focuses
on direct interactions in the participants’ environments at home, school, and work, the
mesosystem highlighted the interconnectivity of the settings and how both can influence one
another.
Mesosystem: Home (Quantitative)
The survey asked the participants how the home mesosystem influenced and supported
their decision to enter a railroad engineering career. Questions in the mesosystem included

66
caregiving responsibilities, support systems, and gender expectations in accordance with the
conceptual framework for the study. The sample mean (M = 3.40, SD = 0.72) suggested a limited
impact in the home mesosystem. The analysis of descriptive statistics across various
demographic categories showed a consistent pattern of responses, with no statistically significant
differences observed among categories such as education, race/ethnicity, rail sector, work
location, or caregiving responsibilities. Table 6 highlights the results for the home mesosystem.
Table 6
Descriptive Statistics and Means Comparisons–Mesosystem Home
Comparison n M SD df t F p
Sample 59 3.40 0.72
BS
MS
37
22
3.36
3.45
0.69
0.75 1 0.46 0.22 .644
NW
WT
32
27
3.31
3.50
0.77
0.64 1 1.01 1.02 .318
FRGT
PS/BT
33
26
3.38
3.42
0.59
0.86 1 0.24 0.06 .815
FLD
OFF
33
26
3.45
3.33
0.63
0.81 1 -0.68 0.46 .499
CR-NO
CR-YES
30
29
3.37
3.43
0.74
0.69 1 0.34 0.12 .732
Note. 95% CI used for calculating p values.
The literature review in Chapter Two revealed that societal expectations for women to
prioritize family responsibility when matching men’s professional dedication perpetuates a
double standard that significantly hampers the inclusion and success of women in maledominated fields (García-Jiménez et al.,2020). The qualitative interviews from this study better

67
exposed entrenched stereotypes, demonstrating the strength of a mixed methods approach for
addressing this problem of practice.
Caregiving and Gender Expectations
The railroad industry is a 24/7/365 operation; as such, expectations of being able to travel
without ample notice or answering emails and phone calls after hours are prevalent. Women who
are raising a family find this schedule difficult. For example, Justine shared:
My first husband was not very supportive. He was also an engineer, and taking care of
the kids, including asking for time off when they were sick would fall on me because he
was too busy, or felt too important to take time off to help.
Also, Katrina stated:
I was traveling out of state 3 weeks out of the month. As a mom of a small child, I made
it work, but it was pretty painful… I didn’t have a built-in stay at home spouse, like
railroads have had for generations where that the man just goes to work, does everything
he needs to do, and the wife is at home watching the kids and taking care of everything. It
was tough… I was being groomed for an assistant vice president role, and all that
changed after I had a baby.
Paco said, “When I told them I was pregnant, that added more complexity to my job since I
couldn’t travel anymore. The guys in the office didn’t know what to do with me. They were
looking at me like a freak.” Mia indicated working from home due to the COVID-19 global
pandemic had facilitated flexibility that she welcomed. She shared:
Parenting is easier now that I work from home. It was doable when I could drop my kids
off a daycare from 6:30 a.m. to 6:00 p.m. but it would be impossible now that they are 6

68
and 8 years old with no support nearby. I can take them to the doctor or pick them up
early if needed without having to fight the 1-hour commute to and from work.
However, caregiving is not only about childcare, as was the case for Anny, whose mom
had a serious health issue in the recent past; Anny was her mom’s primary caregiver even though
she has a father and a male sibling. She related:
I went to HR [human resources] to tell them I could not travel with the railroad because I
wanted to stay close to my mom. They told me that if I couldn’t handle traveling for the
railroad, then I shouldn’t be here. Luckily, my mentor stepped in, and I was allowed to
remain close to my mom. My caregiving duties to my mom have now decreased.
Women feel less stressed when they receive the needed support from the family to take
care of the children. Therefore, navigating the home mesosystem and its link between home and
school, peers and family, and family and the community were particularly important to for the
participants to persist as railroad engineers.
Mesosystem: School (Quantitative)
The survey questions of the school mesosystem asked participants about their
experiences with STEM mentors, science camps, and internships to understand how their
interactions between home and school influenced the women to enter and persist in railroad
engineering. The sample mean (M = 2.58, SD = 1.04) suggested a limited impact in the school
mesosystem. The descriptive statistics across the select demographic categories also pointed to
relatively standardized responses. There were no statistically significant comparisons in the
demographic categories (i.e., education, race and ethnicity, rail sector, work location, or
caregiving responsibilities). Table 7 highlights the results for the school mesosystem.

69
Table 7
Descriptive Statistics and Means Comparisons–Mesosystem School
Comparison n M SD df t F p
Sample 59 2.58 1.04
BS
MS
37
22
2.41
2.86
0.86
1.29 1 1.63 2.66 .108
NW
WT
32
27
2.36
2.83
1.08
0.99 1 1.74 3.04 .087
FRGT
PS/BT
33
26
2.52
2.65
1.11
1.00 1 0.50 0.25 .621
FLD
OFF
33
26
2.52
2.65
1.03
1.11 1 0.50 0.25 .621
CR-NO
CR-YES
30
29
2.38
2.78
1.00
0.20 1 1.44 2.07 .156
Note. 95% CI used for calculating p values.
Even when quantitative data, such as Table 7, lacked statistical significance, qualitative
interviews provided valuable insights into the school mesosystem’s influence on persistence of
the participants in rail engineering careers. By offering depth, context, and a nuanced
understanding of individual experiences, interviews completed and enriched the quantitative
findings, leading to a more comprehensive and actionable understanding of the research problem.
Mesosystem: School (Qualitative)
STEM mentors, supportive teachers, science camps, and internships played a crucial role
in influencing women’s entry and persistence in railroad engineering. These experiences
provided valuable guidance and encouragement. They also helped shape participants' interest and
commitment to the field.
STEM Mentors
STEM mentors provided participants in this study with guidance, encouragement, and
support to navigate the challenges and biases women often face in this male-dominated industry.

70
Katherine, a Black woman working for a freight railroad, shared, “In high school, I had a math
teacher who took a real liking to me. She used to reinforce my confidence when I lacked it.”
Similarly, Linda indicated:
I went to Montessori school up to seventh grade. The teachers there took me aside and
put me in fancier math and science classes. I had no idea what was happening, but I liked
it, and before I knew it, I was on the AP track.
Katrina had a similar narrative. She shared:
In seventh grade, I was in a class with three other students, because we were advanced in
math and that set me on a trajectory that eventually led me to AP Calculus BC and ahead
of folks when I got into college.
Sometimes the STEM mentors came from their own families. Jamie shared, “There were
no standout teachers for me, when I think of what got me into STEM, I always think of my dad.
He was also an engineer.” TB recalled coming home and telling her parents, “My high school
math and science teachers thought I should pursue a career in engineering, given my grades in
both subjects.” She remarked how excited and supportive her parents were of that decision.
A good mentor can turn lives around. Flower shared:
I didn’t learn to read until I was in third grade. Somehow the system just let me go
through. But, in third grade, a teacher who was also Latina saw my struggles and would
keep me during recess times and try to catch me up. That is what turned things around for
me. Math came easier for me, so I took the highest math available in my high school,
which was trigonometry.
These mentoring relationships formed a critical part of the interactions and connections that
influenced the participants of this study in their career development. Mentors provided these

71
women with essential support and guidance, enhancing their ability to navigate workplace
dynamics, access opportunities, and build confidence in their roles. This relationship not only
helped individuals overcome barriers and biases but also fostered a culture of inclusivity and
professional growth in the workplace.
Mesosystem: Work (Quantitative)
Strengthening the connections between school and work yields a more supportive and
enabling environment, crucial for the persistence and success of women in railroad careers. The
sample mean (M = 3.44, SD = 1.02) suggested a limited impact in the work mesosystem. Across
the selected demographic categories, the descriptive statistics indicated uniform responses, and
no significant differences were found in comparisons involving education, race/ethnicity, rail
sector, work location, or caregiving responsibilities. Although the work location between field
and office yielded a (p =.012) which is less than the chosen significance level, commonly set at
(p = .05), suggesting that the observed effect is unlikely to have occurred by chance and that the
sample and methodology are sound for this particular mesosystem-work subcategory. Table 8
highlights the results for the work mesosystem.
Triangulation between quantitative and qualitative data highlighted the strength of a
mixed-methods study. It provided a comprehensive understanding of how workplace
mesosystems influence women’s careers in the railroad industry. This approach revealed
nuanced insights that would have been overlooked by using a single method alone.

72
Table 8
Descriptive Statistics and Means Comparisons–Mesosystem Work
Comparison n M SD df t F p
Sample 59 3.44 1.02
BS
MS
37
22
3.43
3.45
0.91
1.19 1 0.08 0.01 .936
NW
WT
32
27
3.20
3.72
1.12
0.80 1 2.01 4.05 .049
FRGT
PS/BT
33
26
3.39
3.50
0.95
1.10 1 0.40 0.16 .693
FLD
OFF
33
26
3.15
3.81
0.89
1.06 1 2.59 6.70 .012
CR-NO
CR-YES
30
29
3.33
3.55
0.86
1.15 1 0.83 0.68 .413
Note. 95% CI used for calculating p values.
Mesosystem: Work (Qualitative)
Colleagues and mentors played a leading role in the women’s work mesosystem.
Whether formal or informal, male or female, the support provided by these mentors was
fundamental for women working in male-dominated careers. This was evident in the interviews
conducted for this study.
Colleagues and Mentors
Leaning on the completed surveys from this study, when women were asked to name
three factors that supported their persistence in the railroad engineering field, the words (a)
mentors and (b) mentorship were mentioned 18 times. For example, Justine identified that she
had a formal mentor when she first started working at the railroad, saying, “He was great. He
helped me with so many things, from technical writing to just teaching about the railroad
industry.”

73
Flower also shared, “My mentor and my supervisor are the reasons why I am still here. I
love what I do, but I don’t know if I have the willpower to stay if it weren’t for them. They
advocate for me often.” Katrina affirmed, “I had mentors who told me what to do next because
there are a lot of unwritten rules in the railroad. So, it was nice to bounce ideas off of them.”
Cookie also stated, “I am very lucky to have male mentors who did not look at me any
differently, that helped me a lot throughout my career.”
Sometimes, the mentoring opportunity came from interactions with colleagues; TB
explained, “I can’t say I had a particular mentor, but I do say that I had several colleagues that
helped me get adjusted to the rail industry.” Anny had a supportive manager, and she shared,
“My mentor really helped me lead some projects. She believed in me and taught me along the
way. I am very appreciative of her.” Kathleen, a White woman working for a freight railroad,
acknowledged, “I have an amazing boss. He is very supportive, and my senior manager is also
great and really supportive of my development.”
Summer or Part-Time Internships
Internships are a powerful way to introduce women to the railroad industry when they are
still at school. For example, Ms. Smith attended a college career fair while attending university,
and the railroad offered her a summer internship. She accepted, and that internship turned into a
full-time offer after she graduated. At the time of data collection, she had been in the rail
industry for 22 years. A summer internship can attract a woman to the industry indirectly; for
example, Jamie accepted an internship at a city and used to take the train to work. She noted,
“Riding the train to work was so nice, I really got interested in trains and when I graduated, I
stared looking for job in the industry.”

74
Sometimes, internships were an unexpected value. For example, Anny said she “stumbled
upon the railroad and [the company’s] internship program. They were looking for new graduates
for an engineering development program, so [she] applied and got the job.” Building on the
interactions between different settings within the mesosystem, the exosystem extends to external
environments that indirectly impact women in rail development, such as organizational policies
and community resources.
Exosystem: Home (Quantitative)
In the conceptual framework for this study, the examination of the exosystem for women
in rail engineering consists of workplace culture, educational resources, societal norms that
influenced their decision not only to enter but also to persist in railroad engineering. The sample
mean (M = 3.06, SD = 0.73) suggested a limited impact in the home exosystem. The responses
appeared standardized across the demographic categories examined, and no statistically
significant distinctions emerged in comparisons of education, race/ethnicity, rail sector, work
location, or caregiving responsibilities). Table 9 highlights the results for the home exosystem.
According to Bronfenbrenner (1979), the exosystem includes one or more environments
where the developing person is not directly involved as an active participant, yet events in these
settings both shape and respond to what happens there. Therefore, subjective views on the home
exosystem influenced the women in their rail entry and persistence in railroad engineering,
enriching the study by recounting their experiences.

75
Table 9
Descriptive Statistics and Means Comparisons–Exosystem Home
Comparison n M SD df t F p
Sample 59 3.06 0.73
BS
MS
37
22
2.94
3.26
0.61
0.90 1 1.64 2.68 .107
NW
WT
32
27
3.09
3.01
0.76
0.72 1 0.42 0.18 .677
FRGT
PS/BT
33
26
3.03
3.09
0.85
0.59 1 0.30 0.09 .762
FLD
OFF
33
26
2.95
3.19
0.81
0.63 1 1.26 1.59 .212
CR-NO
CR-YES
30
29
3.09
3.02
0.77
0.71 1 -0.34 0.12 .735
Note. 95% CI used for calculating p values.
Exosystem: Home (Qualitative)
Interviews with women in rail engineering revealed that factors within their home
exosystem, such as societal norms, biases, stereotypes, and socioeconomic status, significantly
influenced their decision to enter and persist in the industry. Many participants described feeling
the need to constantly defend their legitimacy in the field. They often had to justify why they
chose a career in rail, highlighting the ongoing challenges they faced due to this external
pressure.
Challenging One’s Sense of Belonging: Why Are You Here?
Women in rail often encounter skepticism about their qualifications and worthiness,
forcing them to justify their presence when entering the industry due to a lack of genuine
acceptance and recognition. The interviews revealed instances of this condition. For example,
Anny remembered on her first day in the design and construction group of the railroad for which
she worked, she was asked, “What is your name, and why are you here?” This interaction shook

76
her confidence from Day 1. All Anny recalled answering was, “I don’t know what to tell you, I
was hired, and I am here to learn.”
Katrina described how the railroads’ management training program immerses new hires
in the industry by rotating them through various departments, such as mechanical, transportation,
and engineering. When she went to the maintenance-of-way department, as a newly hired 23-
year-old, she noted those personnel asked her, “Why are you here?” All Katrina remembered was
her response. She said:
I am here to learn. I am sure they thought I had this delicate woman’s mind and brain
and thought I couldn’t handle it. Once they got to know me, they treated me like a human
being. But, yeah, it was interesting at first.
Katherine described an instance where she was the designated engineer on an economic
development project, but when she arrived, the client not only made a racist joke and called her
“colored folk,” but also asked where the engineer was, dismissing the fact that she had
introduced herself as the engineer for the project. She added, “I was like, I didn’t feel threatened
in terms of my physical safety. I didn’t feel safe because I felt like an outcast.”
Furthermore, Ms. Smith remarked:
I left the freight rail industry to join a passenger rail agency because even though my boss
was very happy with my work and my performance, the guys in my group thought I was
promoted only because I was a woman. I was surrounded by constant negativity. I just
didn’t want to be around anymore.
Socioeconomic Status
According to AAR (2024), railroads provide the opportunity to build lifelong careers in
fields such as engineering. Railroad engineers receive some of the highest salaries in the country.

77
The average rail employee earns $143,000 per year. The participants in this study recognize that
working for the rail industry can provide higher socioeconomic status than other careers. The
quantitative portion of the survey included an opportunity for participants to answer two
qualitative questions, one of them was: Name three factors that supported your persistence in the
railroad engineering field. Table 10 shows the most common themes.
Table 10
Socioeconomic Benefits of Working in the Rail Industry (Themes)
Research question Themes
Name three factors that supported your
persistence in the railroad engineering
field
Opportunity for growth and career
advancement/development (12 times)
Financial and Job Stability (7 times)
Community and sustainable solutions (5 times)
Intellectual Stimulation (12 times)
Conversely, the women’s stories demonstrated that they built resilience and developed a
stronger resolve to succeed in rail engineering despite these challenges. Their educational
preparation also played a key role in shaping their ability to persevere in the field. This
combination of resilience and strong educational foundations helped them overcome barriers and
thrive in their careers.
Exosystem: School (Quantitative)
The school exosystem shapes experiences and career aspirations, particularly for women
entering and persisting in a field like rail engineering. The sample mean (M = 2.69, SD = 0.78)
suggested a limited impact in the school exosystem. Consistent response patterns were observed
in the descriptive statistics across the demographic categories, and there were no statistically
significant variations based on education, race/ethnicity, rail sector, work location, or caregiving

78
responsibilities). However, (p = 049) is statistically significant for the subcategory of education
level of the sample with bachelor’s degrees versus master’s degrees. This means that the effect
observed in the survey data is unlikely to be due to random variation. Table 11 highlights the
results for the school exosystem.
Table 11
Descriptive Statistics and Means Comparisons–Exosystem School
Comparison n M SD df t F p
Sample 59 2.69 0.78
BS
MS
37
22
2.53
2.95
0.67
0.93 1 2.02 4.07 .049
NW
WT
32
27
2.70
2.68
0.84
0.76 1 -0.09 0.01 .929
FRGT
PS/BT
33
26
2.67
2.72
0.81
0.79 1 0.24 0.06 .809
FLD
OFF
33
26
2.67
2.72
0.81
0.80 1 0.24 0.06 .809
CR-NO
CR-YES
30
29
2.60
2.78
0.75
0.85 1 0.87 0.76 .388
Note. 95% CI used for calculating p values.
The survey questions sought to understand whether the women studied railroad
engineering in college to help support their entry into the industry. The responses indicated that
such support did not come from college courses, with the overwhelming majority stating they
disagreed or strongly disagreed with the statement: “I was exposed to rail engineering courses in
college/university;” yet these struggles did not become known until the qualitative research
exposed them.

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Exosystem: School (Qualitative)
The elements of the school exosystem collectively created an environment that supported
and nurtured women’s interests in engineering, helping them overcome barriers and persist in
their chosen career path. Educational resources, such as grants, financial aid, and scholarships,
were pivotal in enabling these women to complete their education. These resources also provided
the necessary foundation for them to transition into the workforce successfully.
Railroad Engineering Course
The interviews revealed that many women entered the rail industry almost by chance, as
they were not initially aware of this career path. Table 12 highlights participants’ responses to
whether their college or university policies—including admissions, course offerings, and
available resources—impacted their opportunities to learn about and engage in rail engineering.
These responses provide insight into the role of academic institutions in shaping career
awareness and opportunities within the industry.
These statements provided evidence that women in rail enter the industry without the
educational preparation necessary to support their growth. Instead, participants had to learn as
fast as they could and many times, in their own time. Still, the women were no strangers to
challenges and affording a college degree was part of that persistence.

80
Table 12
Highlights of Participants’ Responses to Question ES-S1
Participant Presence and impact of railroad engineering course work
Flower We never had a focus on railroad engineering in school. It was always about
skyscrapers, hospitals, and streets.
Katherine I recall in one of my transportation classes we had a small subsection on
railroad engineering, but there was nothing specific.
Anny They don’t teach railway engineering in my university.
TB Everything I have learned about the industry really has been on the job
training and learning from my colleagues, no college course.
Mia Nobody in college teaches you on how different the railroad is.
Linda
I applied to a job opening at my current company because they were looking
for a civil engineer. When I found out I was going to do track design, I told
them I didn’t know that stuff, but they said it was okay. Then, there were
people who helped me figure out how to design a track.
Katrina
My program at school was architectural engineering and railroad engineering
classes were not part of the curriculum. It would have fallen under civil
engineering anyway where I know they covered airports because people
complained about that class all the time. But no railroads. I feel like if you
come to the industry because you were born in a railroad family, you would
go to Michigan Tech or Illinois, they are the ones offering those courses
Jaime In my college there was a lot of emphasis on structures like buildings and
bridges, but no rail. It was never mentioned in class. No rail or transit.
Educational Resources
Although some women were well-prepared to afford college, most had to rely on
scholarships, grants, and financial aid to support them throughout their 4–5 years of study. Table
13 presents participants’ responses to the question about college affordability. These findings
highlight the financial challenges many women faced and the critical role of financial support in
completing their education.

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Table 13
Educational Resources
Participant College affordability
TB My undergraduate was fully covered by scholarships.
Mia My parents had no money, but because of that, I got a ton of federal
aid, and when I went to school, there were a lot of scholarships
that year for women in engineering.
Linda I had an academic scholarship that was supplemented by my dad’s
529 savings plan which contributed to my tuition for 2 years.
Flower Because we were so low income, I qualified for the full package of
financial aid including staying at the university dorms.
Paco I had some little scholarships, nothing big. The majority of the
costs were covered by my parents.
Justine I had a few scholarships intended for Hispanics. My school also
had minority engineering programs, but the majority of my
college was funded by student loans.
Other women discussed relying on their love for a sport to afford college. For example,
Kathleen went to college on a swimming scholarship and supplemented that aid with student
loans. Cookie, who was the first in her family to attend college, had to “figure out how to
navigate the financial aid on [her] own.” Ms. Smith grew up with five siblings, and said when
she went to college, she had an older sister and an older brother in college as well, so she worked
while taking classes and qualified for grants and loans. She confessed, “I had to obtain a special
permit to take less than 14 units so I can work and support myself.” Educational resources played
a critical role in the participants being able to graduate from college and start a career in railroad
engineering. Linda shared, “Rail engineering is such a niche field that is paid very well.”
Exosystem: Work (Quantitative)
The final system and setting from this study examined how workplace culture and
professional organizations played a pivotal role in shaping women’s experiences and career
trajectories in this male-dominated industry. The sample mean (M = 2.83, SD = 0.81) suggested a

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limited impact in the work exosystem. Descriptive statistics for the demographic categories
revealed relatively similar response patterns, with no statistically significant variations across
factors such as education, race/ethnicity, rail sector, work location, or caregiving responsibilities.
Table 14 highlights the results for the work exosystem.
Table 14
Descriptive Statistics and Means Comparisons–Exosystem Work
Comparison n M SD df t F p
Sample 59 2.83 0.81
BS
MS
37
22
2.90
2.71
0.67
1.02 1 -0.86 0.74 .393
NW
WT
32
27
2.89
2.77
0.90
0.70 1 -0.56 0.32 .577
FRGT
PS/BT
33
26
2.87
2.78
0.91
0.69 1 -0.40 0.16 .688
FLD
OFF
33
26
2.67
3.04
0.83
0.75 1 1.78 3.16 .801
CR-NO
CR-YES
30
29
2.77
2.90
0.80
0.83 1 0.61 0.37 .544
Note. 95% CI used for calculating p values.
The railroad industry may be unusual for women, but those who persist—participants of
this study included—have a strong passion for the industry, whether for environmental solutions,
public transportation, or rail engineering. Passion often stems from a deep-seated interest in the
field and a desire to make a positive impact. This interest became evident in the stories the
women shared during the semi-structured interviews.
Exosystem: Work (Qualitative)
To gain a comprehensive understanding of how the work exosystem influences women’s
careers in rail engineering, it is essential to consider both qualitative insights from personal

83
interviews and quantitative data from surveys and statistical analyses. The interviews revealed
several key themes, including opportunities for career advancement, financial stability,
community contributions, and the utilization of problem-solving skills in their roles. Despite
challenges within the work exosystem, these women demonstrated resilience and the ability to
thrive professionally, highlighting the positive aspects of their experiences in the industry.
Opportunities and Career Advancement
One prominent theme that emerged from the interviews concerned opportunities for
growth, challenging projects, and career advancement in the rail engineering industry. The
participants found the field complex and interesting, offering unique and varied work. For
example, Justine shared:
I enjoyed my job so much because no 2 days are alike. One day you may be responding
to a derailment, or developing new products, new systems, interacting with multiple
departments. I wished people would know how innovative the railroad is.
Also, Anny stated:
The work is challenging and sometimes stressful, but I get to learn something new every
day. I get to make a difference in the economy, and I get to work with so many different
people from so many different backgrounds. It keeps the work interesting.
Kathleen shared:
I really enjoy what I do. I get to apply a lot of creativity in my job. I enjoy working with a
lot of data and taking something really complex and making it simpler so we can actually
make good decisions based on that data.
These opportunities not only provided professional development but also contributed to a
deep sense of job satisfaction among the respondents.

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Financial and Job Stability
Another critical factor highlighted by the respondents was the financial compensation,
job availability, and stability the rail industry offers. Linda provided the following testimonial,
noting, “I find that rail is more niche and therefore you get paid more. We need more Black
people in this industry taking advantage of the financial stability of the industry and try to solve
the racial wealth gap.”
Katrina offered the following, “not a lot of people know that the railroad offers a great
career. It is not flashy like Google, it is tough and when the railroads make the news, is usually
not happiness. But I like it, and I am lucky that I fell into this career.
The potential for financial security and steady employment served as key motivators,
drawing many women to the field and encouraging them to stay. In the quantitative portion of
this research, respondents in the survey highlighted several key benefits, including robust
financial compensation, job availability, and opportunities for advancement. The industry’s
longevity and stability provide a secure career path, especially for those passionate about
engineering and problem-solving. Additionally, respondents valued the industry’s contribution to
the public good, such as promoting sustainable environmental solutions and supporting
underprivileged communities.
Community and Contributions
Helping the community and contributing to sustainable solutions were also significant
motivators for women in rail engineering. Many were motivated by the impact their jobs had on
transit-dependent and underprivileged communities. Flower, who was working for a
transformative passenger rail project in California at the time of this study, said:

85
I love what I do and to be part of that piece that moves this mega project forward. Salary
is competitive and the job has security, but you have to love what you do and have a
genuine passion for the career.
Mia also shared:
When I first started, I really had no idea what I was getting into. I just knew that I wanted
to do something with trains, or some kind of public transportation and the job seem to fit
my job skills.
These women found great fulfillment in knowing that their work had a positive impact on the
environment and their communities. In addition, the complexity of projects and the challenge of
solving problems were particularly appealing aspects of the industry for many respondents.
Challenges and Problem Solving
The participants shared in the interviews that they enjoyed the problem-solving aspects of
their work and the intellectual stimulation those roles provided. Cookie said:
My hope is to just get out into the world that this is such a great career. You have to have
a lot of support, but it’s very rewarding. Every day is a different thing. You go in thinking
you’re going to do one thing, and you do another. You need to be flexible and agile and
have a problem-solving mentality. It’s definitely a fast-paced rewarding career. And just
to get that out there for women to understand, and if that interests them, that this is the
place for you.
Paco shared:
After a difficult time at the railroad when it was under different management, we are
getting the innovation bug back online and are developing wayside detectors, which are
different, very expensive, highly technical machines that measure train traffic as it goes

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by, looking for temperatures changes, thermal imaging, acoustics, machine vision, forces,
speed. All these different and innovative tools. We are creating things, testing them out
and figuring it out.
These challenging and intellectually stimulating tasks deepened their passion for the industry,
and the supportive themes emerging from the participants’ experiences reinforced it even more.
Inductive Themes
The quantitative surveys and the qualitative interviews provided insights into the
deductive themes about how Bronfenbrenner’s (1979) microsystem, mesosystem, and exosystem
framework at home, school, and work influence women’s entry and persistence in railroad
engineering. However, the inductive themes that emerged from the interviews provided a
nuanced understanding of the multifaceted influences of the industry on women’s careers in rail
engineering, such as their personal resilience and determination to combat biases and
discrimination. By exploring these themes, researchers and practitioners can better appreciate the
diverse factors that contribute to women’s persistence and success in this challenging yet
rewarding field.
Personal Resilience and Determination
The women who participated in this study often exhibited high levels of resilience and
determination to succeed despite challenges whether related to gender bias, work–life balance, or
career advancement. They shared personal attributes of being strong willed, passionate about
their work, and able to handle negative comments and recurrent microaggressions. Participants
often found a way to cope, as TB shared:
You know, being in a male-dominated field is not easy. You have to become strong if
you’re not already strong so that you can survive and thrive. It is definitely not easy. But

87
you know, one of the things that I do is just make sure that I take deep breaths and take
things one day at a time. Because I know that this is where I want to be.
Paco said when she encountered difficult situations, she would say to herself:
There is no way I will say that I can’t do it. I am going to figure it out. And I did. I also
learned to set boundaries and stand up for myself. Having a backbone is crucial in
navigating the challenges of this industry.
Another defense mechanism used by the participants was to create a persona. Katherine
discussed using this tactic, and she said, “I sometimes hate that I have created this version of
myself that comes out too strong sometimes to ensure that men respect my opinion and my
technical expertise. But I had to figure it out.” Monica stated if she were 18 years old again, she
would give herself the following advice:
Stop caring too much about what other people think about you and think about how much
time and energy you’re giving to people, and make sure that the person that gets the most
time and energy is yourself. I think making sure to prioritize your mental health is a big
part of it.
Cookie recalled facing some skepticism initially as a woman in rail engineering, but said over
time, “I proved my capabilities and earned the respect of my colleagues.” Although personal
resilience plays a crucial role in navigating the challenges of the workplace, it often intersects
with broader issues of biases and discrimination that women in rail engineering frequently
encounter.
Biases and Discrimination
The participant interviews provided an opportunity for the women to share how they
frequently encountered biases and discriminatory attitudes in the workplace. These biases

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manifested in various forms, including questioning women’s capabilities, attributing their
success to gender rather than merit and inappropriate comments or behavior. For example, when
Flower received a promotion and requested materials from her team, she shared:
They ignored me. So, the position was just a title. I ended up doing all the work myself
with no support from my team. I had to spend extra hours to deliver my own reports. I did
it because I have genuine passion for my career. You must choose your battles.
Another example of gender discrimination came from Justine, who faced sexism and
inappropriate behavior. She described her story, noting:
I went out on an inspection trip with four other men, and one of the inspectors the whole
time kept telling me how nice it was to be a man, and being able to pee wherever he
wants, and how hard it must be to be a woman in this industry. And did I have any
business in this industry. At one point we were driving down the highway, and he tells
the driver, “Pull over. I need to take piss.” He comes around as I’m sitting behind him,
and he opens the door and proceeds to pee in front of me and tell me that this is what it’s
like to be a man in the industry.
The women who are persisting in railroad engineering shared that the industry has come a long
way, but it is still a work in progress.
Summary of Results and Findings
Chapter Four highlighted the complexity of women’s experiences in rail engineering,
influenced by interactions at home, school, and work, and shaped by broader societal attitudes
and policies. Personal resilience, mentorship, supportive networks, and progressive work policies
are key factors that can help address the underrepresentation of women in this field. Using the
mixed-methods approach, the study began with an online survey accessible through the

89
researcher’s network and two railroad engineering publications. There were (n = 59) survey
respondents, and (n =14) survey participants met the criteria for participation in an interview. All
14 eligible participants volunteered for the follow up semi-structured interview.
Table 15 provides a summary of the research questions, findings (themes), and
subthemes. The first research question aimed at understanding how women and women of color
in railroad engineering report that microsystem, mesosystem, and exosystem factors affected
their entry into railroad engineering. This study found parental support, friends, acquaintances,
mentors, and champions in elementary school and college contributed to the women entering the
rail industry. The second research question focused on learning how women and women of color
in railroad engineering report that microsystem, mesosystem, and exosystem factors affected
their persistence in railroad engineering. The participants’ statements demonstrated they
attributed their success to their resilience and determination to persist in the industry despite the
challenges. They also highlighted the importance of having a mentor whether formally or
informally to be able to ask questions, receive answers, and provide guidance. The results of the
data analysis found inductive themes of personal resiliency and determination to succeed despite
biases and discrimination.

90
Table 15
Summary Table of Research Questions, Findings (Themes), and Subthemes
Research questions Deductive themes Inductive themes
How do women of color in railroad
engineering report that
microsystem, mesosystem, and
exosystem factors affected their
entry into railroad engineering?
Parental support for education Playmates, sports,
and outdoor
activities
Friends and acquaintances
Educational experiences and
early science programs
STEM mentor
Summer, or part-time
internships
Railroad engineering course
Educational resources
How do women of color in railroad
engineering report that
microsystem, mesosystem, and
exosystem factors affected their
persistence in railroad
engineering?
Hard work and ethics Personal resilience
and determination
Caregiving and gender
expectations
Coping against biases
and discrimination
Colleagues and mentors
Challenging one’s sense of
belonging: Why are you
here?
Opportunities and career
advancement
Financial and job stability
Community and contributions
Challenges and problem solving

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The Patterson Model
Based on the results discussed in this chapter, the study hypothesizes that the
underrepresentation of women of color in railroad engineering is the result of a combination of
factors depicted in equation 1.
RRE = α + β₁E
2 + β₂∫S dx + β₃∂C/∂t + β₄G + ɛ (1)
Where RRE represents the number of women in RR Engineering (e.g., the percentage of
women in RR Engineering field), α is the intercept value of the dependent RRE when all the
independent variables are zero (starting point or baseline. Initial level of representation before
considering all other factors), E2 represents the educational factors squared, indicating a nonlinear relationship between educational factors and representation, ∫S dx represents the integral,
or summation of societal factors: cultural norms, stereotypes, biases, and societal expectations,
capturing the cumulative impact of these influences, ∂C/∂t represents the partial derivative of
institutional barriers C with respect to time, indicating how these barriers change over time, such
as gender discrimination in hiring practices or lack of support systems, G represents government
policies and initiatives promoting gender equality in railroad engineering, α is the intercept term,
and β₁, β₂, β₃, and β₄ are coefficients representing the influence of each variable, values through
research. ɛ represents the error term, accounting for unobserved or random factors.
The model depicted in Figure 4 is a summary of the possible paths for the women to enter
and persist in railroad engineering in pictorial form. It takes inspiration from the railroad industry
itself. It includes the narratives from the participants in this study, capturing the possible career
paths the women take, the reasons why sometimes they leave, and qualities that contribute to
women staying in the industry such as determination, and resiliency which fuels their desire to
persist. It recognizes diverse entry points such as graduating from a STEM college major, job

92
fairs, friends and acquaintances, advertisement, and management trainee programs. It also
depicts reasons women leave the industry, such as lack of sense of belonging, microaggressions,
perceived tokenism and retirement. The model shows tracks for passenger and freight railroads
and engineering consultants providing services to the rail industry and allows us to perceive
various tracks the women’s careers can take. The model allows for entry from the freight to the
passenger industry and vice versa because the knowledge acquired under a segment is applicable
and can provide success on the other. The model depicts how women can begin their rail career
as consultants and become inspired to change career paths by joining a freight railroad or a
passenger rail agency. Adopting this model involves developing strategies to support, retain, and
reengage rail professionals, regardless of their career path, entry point, or pace of progress. For
example, retiring women can reenter the profession working as consultants at a part-time basis,
and provide mentorship and training to the new generation.
The model, therefore, summarizes this study’s findings. Chapter Five discusses strategies
to facilitate women of color entering and persisting in railroad engineering and revisits the model
with recommendations.

93
Figure
4
The Patterson Model
- Findings

94
Chapter Five: Recommendations
This study analyzed the promising practice of women who have entered and persisted in
railroad engineering using Bronfenbrenner’s (1979) ecological systems in three settings: women
at (a) home, (b) school, and (c) work. Chapters One, Two, and Three outlined the problem of
practice, its importance to the railroad industry and the U.S. economy, an extensive literature
review using Bronfenbrenner’s theoretical framework, and data collection following one of the
core mixed methods of research—the exploratory sequential design (Creswell & Creswell,
2023). Mixed methods provided a robust understanding of the problem by overcoming the
limitations of quantitative and qualitative data and combing their strengths to yield the best
results in addressing why women of color often struggle to enter and persist in railroad
engineering. In addition, studying the promising practice factors of how successful women in the
industry navigate these barriers will serve as foundations of mentorship and empowerment for
future generations of women. Chapter Four presented the results of data collection, which
included quantitative surveys (n = 59) and semi-structured qualitative interviews (n = 14).
The quantitative data collection from the first phase of the study consisted of a 40-
question survey, with two questions providing the opportunity for participants to answer the
following qualitatively: (a) name three factors that supported your persistence in the railroad
engineering field, and (b) state three suggestions that, in your opinion, your organization can do
to help attract women of color in railroad engineering. Table 16 shows the recurring themes.

95
Table 16
Summary Table of Research Questions (Themes)
Research question Theme
Name three suggestions the railroad industry
can implement to help attract women of
color.
Partner with high schools and colleges to
offer courses in railroad engineering (17
times)
Flexible schedules to help with maternity
leave and childcare (eight times)
Opportunities for networking (11 times)
Name three factors that supported your
persistence in railroad engineering.
Support systems at home and work (nine
times)
Passion for the industry (eight times)
Mentorship (18 times)
Subsequently, the study hypothesized that underrepresentation of women of color in
railroad engineering is the result of a combination of factors depicted in equation 1.
RRE = α + β₁E
2 + β₂∫S dx + β₃∂C/∂t + β₄G + ɛ (1)
Where RRE represents the number of women in railroad engineering (i.e., the percentage
of women in railroad engineering field), α is the intercept value of the dependent RRE when all
the independent variables are zero (starting point or baseline. Initial level of representation
before considering all other factors), and E
2 represents the educational factors squared, indicating
a nonlinear relationship between educational factors and representation. Next, ∫S dx represents
the integral, or summation, of societal factors: (a) cultural norms, (b) stereotypes, (c) biases, and
(d) societal expectations, capturing the cumulative impact of these influences. Additionally,
∂C/∂t represents the partial derivative of institutional barriers C with respect to time, indicating
how these barriers change over time (e.g., gender discrimination in hiring practices, lack of
support systems). G represents government policies and initiatives promoting gender equality in

96
railroad engineering; α is the intercept term; and β₁, β₂, β₃, and β₄ are coefficients representing
the influence of each variable, values through research. Lastly, ɛ represents the error term,
accounting for unobserved or random factors.
Overview of Recommendations
Chapter Five provides recommendations addressing the two research questions of the
study:
1. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their entry into railroad engineering?
2. How do women of color in railroad engineering report that microsystem,
mesosystem, and exosystem factors affected their persistence into railroad
engineering?
Based on the responses shown on Table 16, this study selected a few strategies as
recommendations. First, create a course, or program for community colleges to introduce
students to a more affordable railroad engineering entry, and bridge the gap between high school
and university. Nationally, only a handful of 4-year colleges teach this subject. Second, 4-year
colleges should partner with junior high schools and high schools to encourage female students
to consider careers in railroad engineering, especially at institutions with a high percentage of
underrepresented minorities. Such an effort would maximize the part of the equation dealing
with education (i.e., β₁E2
). Next, this study recommends creating a culture of inclusion and
equity to maximize the β₂∫S dx portion of the equation and prevent early exit of the women due
to diversity, equity, and inclusion issues. Additionally, the industry should encourage formalized
mentoring programs for the railroads to remove barriers and fortify against discrimination in the
β₃∂C/∂t part of the equation. Lastly, railroads and passenger rail agencies should facilitate

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childcare to enhance opportunities for mothers to work without having to worry about juggling
childcare disruptions. In recent research by Boston Consulting Group (BCG), Kos et al. (2024)
suggested childcare benefits more than pay for themselves at U.S. companies. If the U.S.
government can subsidize these programs, the value of G in the equation, β₄G, will increase.
Recommendations for RQ1: Partnering with Junior High and High Schools
U.S. activist of children’s rights and founder of the Children’s Defense Fund, Marian
Wright Edelman (1991), stated, “If you can’t see it, you can’t be it.” That concept is particularly
relevant in fields such as railroad engineering, where visibility of women, especially women of
color, remain minimal. Young girls often shape their dreams based on the careers they encounter
in their families, communities, and media (Ivey et al., 2012, Le Grand & White, 2021), yet many
never hear of railroad engineering as a potential path. Without exposure to the possibilities in this
vital industry, from technological innovation to operations, young women cannot envision
themselves contributing to its advancement. By creating awareness and highlighting diverse role
models in railroad engineering, the industry can inspire girls to imagine themselves in careers
they otherwise might never consider. Providing this knowledge early not only widens female
students’ career horizons but also ensures they can dream without limitations imposed by the
invisibility of women in certain professions (Alfred et al., 2019). Expanding access to these
opportunities is key to empowering the next generation of women engineers. By reaching female
students at an early age, railroad companies may be able to help them choose a career that is
innovative and sustainable. In junior high and high school, students may have defined interests,
but these interests are still developing.
AREMA, railroad companies, and rail transit agencies have begun engaging in science,
technology, engineering, and mathematics (STEM) outreach with some success (Dick et al.,

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2019); however, Ivey (2019) learned the importance of correcting misunderstandings that many
parents have about what a career in transportation might mean for their children. Reaching
students should also include reaching the parents—research by the Southeast Transportation
Workforce Center demonstrated that parents have more influence than peers, counselors, or
teachers when the students make decisions about their education and careers (Ivey, 2019). As
such, the recommendation from this study is to educate parents and students when students are in
the earliest stages of development. Education must include the children’s microsystems and
mesosystems at home and at school to be effective.
For the industry, encouraging more girls to enter STEM fields, including railroad
engineering, helps address critical workforce shortages and fosters innovation. Olive Dennis
(1995-1957), one of the women innovators of the 19th century, stated: “No matter how
successful a business may seem to be, it can gain even greater success if it gives consideration to
the woman’s viewpoint.” For girls, exposure to STEM careers opens pathways to high paying,
fulfilling careers they might not have considered otherwise. STEM fields provide a wide range of
opportunities for professional growth and economic stability. Early introduction to these careers
can help girls build confidence in their abilities, challenge stereotypes, and envision themselves
in roles that break traditional gender norms. Table 16 showed early educational intervention was
mentioned 17 times by the participants of this study; hence, this recommendation is consistent
with the results of the qualitative portion of the survey performed for this study.
Recommendations for RQ1: Community College Program in Railroad Engineering
Women of color often find it difficult to finance a 4-year degree in engineering, even
though there are scholarships and grants available. Those scholarships and grants may not be
enough to finance their college tuition and expenses. Organizations such as AREMA, Amtrak,

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and the League of Railway Women offer scholarships, internships, and mentorship opportunities
in the railroad industry that can be beneficial for women of color pursuing careers in railroad
engineering (Brajkovic, 2019). If parents succeed in creating an emotionally stable and
stimulating environment, they can minimize the negative effects of financial restrictions (DavisKean, 2005). Furthermore, Latinas and Black women often attend high schools where they may
not offer a math course higher than geometry. In contrast, more affluent high schools may
prepare their students beyond algebra, geometry, precalculus and calculus, and the same is true
for physics and chemistry. These three subjects are the cornerstone of a STEM major at a 4-year
college.
This study offered a strategy to bridge the gap between high school and university
through a targeted community college program that can marry (a) the need for resources the
railroad industry has to perform billions of dollars in improvements and expansion programs
while (b) facilitating the entry of women of color to this highly paid industry. This educational
intervention will benefit women of color and hiring companies. There is precedence in the
industry of creating a community college program for the railroad business. In 1995, Johnson
County Community College; the City of Overland Park, Kansas; and Burlington Northern and
Santa Fe (BNSF) Railway partnered to create a 52,000 square-foot facility on the community
college campus. The city issued $2.9 million in revenue bonds, and BNSF paid off the bonds
over a 10-year period, subleasing approximately one third of the space to the college at cost
(Radakovich, et. al., 1995). After 10 years, BNSF donated the facility to the college where they
offered an associate degree in railroad operations. The railroad employs these students as
locomotive engineers, conductors, installers, maintainers, and operators (Radakovich et al.,
1995). Although the current study concentrated on railroad engineering as design and

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construction management professionals, this precedence was of value because the college still
functions as of 2024. The proposed intervention under the current study would benefit women of
color attending the program, the railroads, rail transit agencies, and the consultants who hire
them. The community college would also benefit from economic development and increases in
the number of students attending, along with recognition of the only program of its kind in the
West Coast of the United States.
Trostel (2010) estimated that each new community college graduate contributes more
than $140,000 in fiscal benefits, higher taxes, lower levels of public assistance, and other
services (e.g., food stamps, cash assistance, housing subsidy). The benefit to the students is an
increased employment opportunities for women of color in an industry that pays an average of
($28.85/hour) or $60,000/year for a graduate with an associate degree on the West Coast. Once
the graduates start working, they could also transfer to the 4-year program to complete a
bachelor’s degree. The benefits of education are compelling when analyzed by Levin et al.’s
(2018) total net present value method.
Recommendations for RQ2: Creating a Culture of Inclusion and Equity
Efforts to support women of color in the realm of railroad engineering are multifaceted,
aiming to bridge gaps in gender equality and foster diversity, equity, and inclusion in the
industry. Such initiatives, as reported by Progressive Railroading in 2019, include organizational
commitments like those of the League of Railway Women, which not only seeks to connect and
cultivate women’s presence in rail but also recognizes individuals who advance the cause of
attracting and retaining women in the field through annual awards. In addition, the industry
needs to regularly train employees in diversity, equity, and inclusion topics (e.g., unconscious

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bias, inclusive communication) and establish policies and initiatives aimed at preventing and
addressing harassment and/or discrimination in the workplace.
The Class I’s railroads have actively supported the establishment of employee resource
groups (ERGs) for women in engineering (BNSF, 2024; Union Pacific Railroad, 2024). This
effort represents a step in the right direction to provide a forum for sharing experiences,
challenges, and best practices. ERGs also create a supportive environment that allows for work–
life balance, which is often a critical factor for women in the workforce. Passenger rail agencies
embarked in a study to provide the status of the racial and ethnic and gender diversity of the
transit agency workforce in the United States (Agrawal et al., 2024). One of the conclusions from
Agrawal et al.’s (2024) study was to provide consistent training committing to diversity, equity,
and inclusion efforts such as virtual or in-person workshops; conflict resolution counseling
programs; and staff retreats focused on the value of diversity and shifts in work culture, rather
than on training employees to better adapt in existing culture. Similarly, freight industry and
engineering consultants can benefit from targeted training to create a more inclusive industry.
This recommendation is consistent with the narratives and stories shared by the participants in
this study.
Recommendations for RQ2: Mentoring
Studies have noted emphatically the importance of mentorship and role modeling,
highlighting their critical role in providing access and exposure to STEM education and careers
for underrepresented groups, especially women of color (Atkins et al., 2020; Nkrumah & Scott,
2022). Despite a noted increase in the number of women occupying management positions in the
railroad workforce by 2024, the representation of women of color remains disproportionately
low, underscoring a persistent challenge in achieving true diversity in the sector.

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In a broader effort to understand and close the gender gap in STEM fields, Microsoft’s
2017 initiative took a direct approach by engaging middle school girls in Europe through focus
groups to pinpoint the barriers to pursuing STEM careers. The feedback illuminated the necessity
for five foundational supports: (a) female role models, (b) practical experience through direct
exercises, (c) teacher mentors, (d) applications to real-life scenarios, and (e) the assurance of
gender equality (Microsoft, 2017). These insights underline the broader challenges faced by
women of color in STEM, including the scarcity of mentors, insufficient resources, unprepared
educators, and environments not conducive to learning and development. V. L. Johnson (2020)
further emphasized the critical need for organizations to engage actively in the recruitment,
development, and retention of talented women of color in STEM fields to combat these barriers.
This collective evidence pointed to a pressing requirement for concerted efforts across the
industry to not only increase the representation of women, particularly women of color, but also
to create supportive ecosystems that enable their success and longevity in engineering and
technology sectors. The railroad industry has started recognizing the need for workplace support
(Brajkovic, 2019). The participants in this study, during the semi-structured interviews,
mentioned with fondness how important their mentors were in their career development.
In the November 2023 survey, HR Dive reported 1,007 U.S. hiring decision makers said
turnover rates cost their companies an average of $36,295 annually in lost productivity and
rehiring costs. More than 20% said the number climbed to $100,000 or higher for their company.
Based on these findings, the mentoring program may pay for itself by retaining valuable
employees.

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Recommendations for RQ2: Childcare
The societal expectation for women to prioritize family responsibilities while matching
men’s professional dedication perpetuates a double standard that significantly hampers the
inclusion and success of women in male-dominated fields like railroad engineering. Goldin and
Katz (2011) studied the costs of workplace flexibility extensively, such as job interruptions,
shorter hours, part-time work during some part of the working life, and work flexibility during
the day. Claudia Goldin won the 2023 Nobel Prize in economics due to her extensive work
examining the women’s labor market. This entrenched stereotype, which allocates the primary
caregiver role to women and the provider role to men, underscores the challenges women face in
balancing professional aspirations with societal expectations, contributing to their
underrepresentation in fields such as railroad engineering (Starustka, 2013). Addressing these
deep-rooted societal norms and expectations is crucial for fostering a more inclusive and
equitable environment that supports the participation and advancement of women of color in
engineering.
Subsequently, the fourth strategy emerging from this study suggests the U.S. government
should step in and create policy requiring railroad employers with more than 5,000 employees to
facilitate on-site afterschool programs for prekindergarten and kindergarten-age children. The
government can also provide subsidiaries and regulations for smaller rail properties to assist
families with early childcare and education. Huston (2008) suggested the government can offer
financial assistance directly to parents through tax credits or subsidies. In this manner, women
can work full days without having to request flexible time to take their children home after
school. Goldin and Katz (2011) also performed extensive research on the cost of workplace
flexibility and found penalties imposed on women for greater job interruptions and their need for

104
more flexibility are the true cause behind the wage gap between men and women. Huston (2008)
posited that as more mothers enter the workforce, families increasingly rely on nonmaternal care
for children at younger ages, or mothers temporarily suspend their careers.
Other countries provide public funds to support family leave and childcare centers, which
are also known for enriching developmental skills in children. For example, the United
Kingdom, New Zealand, and Sweden operate early childhood programs under a single education
ministry or department (Melhuish & Petrogiannis, 2006). This study does not include a
discussion on the educational credentials of the providers because it extended beyond the scope
of the dissertation, but regulation should include teacher qualifications and/or teacher-to-student
ratios for a high-quality program. In March 2024, the Boston Consulting Group published a
report entitled, “Childcare Benefits More Than Pay for Themselves at US Companies” (Kos et
al., 2024). The study examined the value and consequences of providing help with childcare to
working parents at five companies: (a) Etsy, (b) Fast Retailing, (c) Steamboat Ski Resort, (d)
Synchrony, and (e) UPS. The Boston Consulting Group found return of investment varied from
90% to 425%, demonstrating that this investment merits consideration.
BNSF Railway (2023), one of the U.S. Class I railroads, has recognized the traditional
belief that women are primarily responsible for childcare and household duties; such a belief can
impact various aspects of women’s lives, such as job opportunities, career growth, and work‒life
balance. Despite advancements in gender equality and increased paternal involvement in
parenting, studies and societal norms have suggested women often endure the caregiving and
domestic tasks. Such imbalance can affect women’s workforce participation, financial
independence, and career progression significantly.

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BNSF offers support to women as they navigate work and family responsibilities because
it is crucial for retaining talent and fostering diversity in the industry. The sector has progressed
in helping women as they manage the dual demands of work and family life (BNSF, 2023).
Examples of these resources include BNSF Railway support of working mothers by aiding with
finding affordable childcare options (BNSF, 2023). The benefits for the women in rail would
translate into more hours worked without the penalty of the flexibility they need to take care of
their children and without the worry of quality childcare for their children. In accordance with
Kos et al. (2024), their study surveyed over 1,000 parents at five companies, and they found
childcare disruptions could easily amount to 13 work absences per year, equating to 104 hours of
lost productivity. If women can avoid that penalty, the consequences could be more wages,
higher taxes paid to the government, and more income for the family unit. Benefits to the
industry also include more human capital, which could enhance productivity with a qualified and
diverse workforce. In accordance with the Society of Women Engineers (2024) in their Job
Outlook for Engineers Report, to meet the demand for new engineers, computer and information
scientists, and engineering technologists, the U.S. government must promote these professions
among underrepresented groups, including women and individuals from other minoritized racial
and ethnical backgrounds. The economic benefits are large, with the 2022 median annual wage
ranging from $83,260–$131,800 (U.S. Bureau of Labor Statistics, 2022).

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Summary of Recommendations
Table 17 presents a summary of recommendations based on the findings of this study.
Table 17
Summary of Recommendations
Recommendation Citations
Partnering with junior high schools and high schools Alfred et al., 2019
Dick et al., 2019
Ivey et al., 2012
Ivey, 2019
Le Grand & White, 2021
Community college course in RRE for 32 students
employed by the rail industry upon graduation
Davis-Kean, 2005
Levin et al., 2018
Progressive Railroading, 2019
Radakovich et al., 1995
Creating a culture of diversity, equity, and inclusion Agrawal et al., 2024
BNSF, 2024
UPRR, 2024
Formalized 5-year mentoring program for 35 women in rail Atkins et al., 2020
Brajkovic, 2019
V. L. Johnson, 2020
Levin et al., 2018
Microsoft, 2017
Nkrumah & Scott, 2022
Winstanely, 2024
On the premise or government subsidized early childcare
for 32 mothers for 6 years
BNSF, 2023
BLS, 2022
Goldin & Katz, 2011
Huston, 2008
Kos et al. (2024)
Levin et al., 2018
Melhuish & Petrogiannis, 2006
Starustka, 2013
Given the factors presented in the preceding paragraphs, the recommendation for
facilitating and encouraging the entry of women in rail through partnering with junior high
schools and high schools and a new course in railroad engineering at a community college level
is rational. In addition, the benefit–cost ratio is a compelling argument for this recommendation

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to encourage more women of color to enter the railroad engineering field without incurring the
significant cost of a 4-year degree, which can be difficult to afford for this demographic. The
benefits to the railroad industry are also functional and beneficial because the incoming
personnel would be productive from the start. Based on the quantitative research from the current
study, one of the survey questions asked the participating women to agree or disagree with the
following statement: “I was exposed to rail engineering courses in college/university.” The
results indicated 84% of women disagreed or strongly disagreed with the statement and had no
exposure to such a course. Similarly, in the interviews, the women elaborated how unfamiliar
they were with rail engineering when they first started working and how they had to learn on the
job. Figure 5 shows the results of the survey.
Figure 5
Exposure to Rail Engineering Course in College or University

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To answer the second research question and to encourage the persistence of women in
rail, the most beneficial strategy is Strategy 3, a formalized mentoring program. Winstanely
(2024) recently found the vast majority, 97%, of individuals with a mentor said they had found
the experience to be a valuable one. Furthermore, 89% of mentees reported they had gone on to
mentor others. Mentoring is also good for business because companies with mentoring programs
have profits that are 18% better than average, and those without mentoring programs have profits
that are 45% worse than the average (Winstanely, 2024). Leaning on the completed surveys from
this study, when women named three factors that supported their persistence in the railroad
engineering field, they mentioned the words “mentors” and “mentorship” 18 times.
The Patterson Model with Recommendations
Chapter Four introduced the Patterson Model, highlighting the current challenges faced
by women in the rail industry. Chapter Five, then, demonstrates how the proposed
recommendations could modify the model to better support the entry and persistence of women
of color in railroad engineering.

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Figure 6
The Patterson Model - Recommendations

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Limitation and Delimitations
Limitations refer to the study’s potential weaknesses or constraints that are out of the
researcher’s control (Creswell & Creswell, 2023). First, the underrepresentation of women of
color in railroad engineering may have contributed to the small sample size, and the findings
might not be generalizable to all women or railroad engineering contexts. In addition,
participants’ individual experiences might have influenced their response subjectivity and bias,
leading to subjective data (Creswell & Creswell, 2023; Merriam & Tisdell, 2016). Conversely,
the participants might not have been fully forthcoming, fearing employer repercussion, as they
hold positions of power not usually afforded to women in rail. Because I am a woman of color
working in railroad engineering, my bias may have influenced the interpretation of the data.
Additionally, this study represents conditions as of 2024, but those circumstances may change as
more women of color may start to graduate from STEM college careers and more opportunities
may open for them given the emphasis for this demographic to participate in STEM programs.
Therefore, the study does not include research of Bronfenbrenner’s chronosystem. Subsequently,
the findings might only be applicable for a time as changes in industry, society, and education
continue to find their way into the mainstream.
Delimitations involve the boundaries and decisions the researcher establishes to define
what the study does and does not include in its scope (Creswell & Creswell, 2023). The decision
to study women of color in railroad engineering specifically, as opposed to STEM fields,
narrowed the study’s scope. Limiting the study to the United States also possibly excluded
cultural, economic, or policy factors affecting women of color in railroad engineering globally.
In other words, this study does not include research and analysis of the participants within
Bronfenbrenner’s macrosystem. Although I extended invitations to women, and women of color

111
working for freight and passenger railroads, the findings have limited applicability to those
contexts. In addition, the research included women with engineering degrees, working in rail for
longer than 5 years in managerial positions. In many instances, women working in the rail
industry have other degrees such as construction management, environmental scientists, or
architecture. Limiting the study to such demographic may have prevented other women in rail to
tell their narratives. Furthermore, rail engineering in passenger systems may be more inclusive
due to their extensive efforts for a diverse workforce; therefore, the findings of this study may
not apply to all railroad fields.
Future Research
The strategy of providing on-the-premise or government-subsidized early childcare for
women in railroad engineering is a viable but complex initiative worthy of future research.
Although its benefit–cost analysis from this study is compelling, and existing literature has
highlighted that comprehensive childcare support could reduce absenteeism and turnover—
saving businesses substantial costs related to lost productivity and recruitment (Whitehurst,
2017)—this strategy presents challenges requiring further study.
Funding and Costs
The United States can expand existing frameworks to include on-site childcare. For
example, the Employer-Provided Child Care Credit allows businesses to claim 25% of expenses
for on-site childcare and an additional 10% for costs associated with contracting childcare
services, capped at $150,000; this tax credit could be an incentive for more companies to provide
on-site childcare facilities (U.S. Chamber of Commerce, 2022). Still, identifying sustainable
revenue sources or reallocating existing funds would be necessary. Whitehurst (2017) suggested
redirecting current federal spending on early education and childcare as one potential approach.

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Regulatory and Logistical Hurdles
Establishing and maintaining high-quality, on-site childcare facilities would involve strict
regulations and substantial logistical planning. These facilities would require ensuring safety
standards, hiring qualified staff, and adapting to different state regulations. But to improve the
quality of the services that early care and education professionals give, a consideration of higher
wages must be part of the conversation because the average annual salary for preschool teachers
is approximately $35,000 which is substantially lower than the average salary of a public
preschool teacher and kindergarten teaches which ranges from $49,000 to $60,000 per year (The
White House, 2023). The Biden-Harris administration has taken steps to increase the pay and
benefits for head start teachers and staff and released a fact sheet announcing action to lower
childcare casts for more than 100,000 families in February of 2024. This complex subject is
worth of additional research to benefit women working in rail programs. Kos, et al. (2022)
forecasts losses of $290 billion each year in gross domestic product in 2030 and beyond if the
U.S. fails to address the lack of affordable childcare.
Political Will and Advocacy
Achieving bipartisan support in a polarized political environment could be challenging.
Strong advocacy from parent groups, business associations, and early childhood education
proponents would be crucial to push for such legislation. Both current presidential nominees
have recognized the need for legislation. This topic warrants additional research, as childcare is a
necessity for most families and remains a significant financial burden. According to Whitehurst
(2017), political support for increased childcare funding is likely to grow if it can be balanced
with budget offsets in other areas of federal spending.

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Equity and Accessibility
Ensuring equitable access to subsidized childcare across various departments in a railroad
is essential. Resulting policies must address the diverse needs of women working in the office
and women working in the field as construction managers or inspectors to avoid exacerbating
existing disparities. One of the participants in the semi-structured interview, Cookie, provided
the following comment when asked if on-the-premises childcare would make good sense for the
railroad where she works; she noted:
Providing childcare on the premises is fine, but the women who need it the most are those
working in the field, maintaining the railroad. They are the ones who need support when
they have to attend to emergencies, sometimes at night, who would provide that kind of
immediate help when you have to act on a dime?
Conclusion
Through this research, it has become clear that diversity, specifically the inclusion of
women in railroad engineering, is not just a matter of equity but also a strategic advantage. By
understanding the systems and barriers that women face, we can create more inclusive and
innovative environments. This research opens new avenues for developing mentorship programs,
improving organizational culture, and shaping policies that promote greater diversity. These
steps will not only benefit women but also enhance the overall resilience and growth of the rail
industry. The U.S. rail network consists of two categories: (a) freight rail and (b) passenger rail.
According to the “2021 Report Card for America’s Infrastructure” published by the American
Society of Civil Engineers (ASCE, 2021), private railroad companies have spent over $700
billion to develop the current network over the last 40 years. These expenditures included $24.9
billion in 2018 at an average of over $260,000 per mile (ASCE, 2021). Passenger rail has a state

114
of good repair backlog worth $45.2 billion in projects awaiting design and construction (ASCE,
2021). Railroad employers have admitted they do not have enough engineers to fill positions
based on the industry’s growth and the inability to find replacements for retiring workers
(McDowell, 2022).
Attracting women of color to railroad engineering could contribute to filling the gap of
needed engineers. In 2021, women of color made up 20.3% of the U.S. population and, by 2060,
most women in the United States will be women of color (Catalyst, 2023). Yet, most railroad
engineers in the United States remain White men, as demographics and statistics kept by Zippia
(2024) indicated, and only 4% of railroad engineers were women as of 2023. Furthermore,
entering the field may not be enough because women leave the profession for reasons stated by
Solórzano (1998), including unfavorable workplace cultures such as racial discrimination and
gender bias (Catalyst, 2018), sexual harassment, and the struggle to achieve work‒family
balance (Mussida & Patimo, 2021). Examining this problem of practice is essential for the
United States to deliver the needs of the 21st-century railroad infrastructure. If unaddressed,
continued exclusion may minimize the impact of women of color in the industry; inhibit their
ability to contribute to their families’ financial well-being; and pass the problem to future
generations, as the lack of identifiable mentors and role models may fail to inspire current and
future female students (Catalyst, 2023).
The mixed-method research study began with an online survey accessible through two
rail-centric publications, Railway Age and RT&S. There were 59 respondents, and 14
participants met the characteristics of the target interview population. The participants shared the
factors in Bronfenbrenner’s (1979) ecological model that affected their entry and persistence in
railroad engineering.

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The first research question aimed at understanding the factors in the women’s home,
school, and work settings that contributed to their entry into the railroad industry, with the
second research question focusing on the factors that had contributed to their persistence in this
field. The data analysis revealed that, despite tremendous efforts by the rail industry to encourage
more women to enter and build careers in the field, much work remains to be done.
The study provided five recommendations. Two recommendations facilitate more women
entering the field through partnering with junior high schools and high schools to expose female
students to the profession early in their educational journeys and provide an affordable
community college railroad engineering program. Three recommendations encourage and
scaffold the women to remain in the industry: creating a culture of diversity, equity, and
inclusion; providing a comprehensive and dedicated mentoring program; and expanding
assistance with childcare, as many participants indicated their careers suffered once they decided
to have a family.
The railroad industry has long benefited from the brilliance, creativity, and tenacity of
women, and it stands to gain even more in the 21st century. From the revolutionary inventions of
Mary Isabelle Riggin’s railway crossing gate in 1890; to Mary Elizabeth Walton, who invented a
system to reduce track noise from elevated railway system in 1880; to Eliza Murfey, who in
1870, patented 16 devices to lubricate the railroad-car axels with oil and reduce derailments; to
Olive Dennis’s groundbreaking innovations in passenger comfort inventing stain-resistant
upholstery in passenger cars and seats that could partially recline, women have left an indelible
mark on railroads, often overlooked but undeniably essential (Tietjen, 2022; U.S. DOT, 2024).
Yet, despite these historic contributions, women represent only 4% of railroad engineers in 2024.
This disparity is not just a missed opportunity, but a gap that limits the future of railroads.

116
In conclusion, as rail transportation continues to prove its undeniable sustainability,
moving freight and passengers more efficiently than trucks or the single-occupancy vehicle, and
rail jobs continue to grow, coupled with the increasing diversity of the U.S. population—
particularly the rapid rise of women of color—the urgency for a more inclusive culture in the rail
industry has never been greater. As we look to the future, we must not only invite women to
participate but create pathways for their persistence and success. In doing so, we will build a rail
industry that is more innovative, adaptable, and ready to meet the challenges of tomorrow. The
solutions outlined in this study are not just steps toward equality; they are essential for the future
vitality of the railroad sector. Now is the time to invest in research, policy, and culture that
ensure women not only enter, but also thrive and innovate in railroad engineering. The freight
and passenger rail industry of tomorrow depends on it.

117
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Appendix A1: Survey Questions
Question
Open or
closed?
Level of
Measurement
. (nominal,
ordinal,
interval,
ratio)
Response options (if
close-ended)
R
Q
Measured Concepts
(from emerging
conceptual framework)
1. I identify as
a woman.
Closed Nominal 1-Yes
2-No
If 2- Thank you so
much for your
participation. You can
stop the survey
Inclusion / Demographics
2. Are you
currently
employed in
the rail industry
as an engineer?
Closed Nominal 1-Yes
2- No
If 2-Thank you so
much for your
participation. You can
stop the survey
Inclusion
3. Indicate if
you hold a
bachelor’s
degree in
engineering.
Closed Nominal 1 – Civil Engineering
2 – Mechanical
Engineering
3 – Electrical
Engineering
4 – Systems
Engineering
5 – Other Engineering
6-I do not hold a
bachelor’s degree in
engineering
If 6- Thank you for
your participation, you
can stop the survey.
Inclusion / Demographics
4.What
race/ethnicity
best describes
you.
Closed Nominal 1 – Black or African
American
2 – Latina or Hispanic
American
3 – Asian or Asian
American
4 – Native
American/Alaskan
5 – Middle Eastern or
North African
6-White, non-Hispanic
Demographics
5. What is your
age?
Closed Ratio I am ____ years old Demographics

133
Question
Open or
closed?
Level of
Measurement
. (nominal,
ordinal,
interval,
ratio)
Response options (if
close-ended)
R
Q
Measured Concepts
(from emerging
conceptual framework)
6. Please
indicate your
relationship
status.
Closed Nominal 1- Single
2-Married
3-Divorced
4-Cohabitating
5-Widow
6-Other
7- Select all that apply
Demographics
7. Do you have
caregiving
responsibilities
?
Closed Nominal 1- No, you may skip
questions 7 and 8.
2 - Yes
1,2 Microsystem/Home
8. Please
indicate how
strongly you
agree or
disagree with
the following
statement
regarding your
caregiving
responsibility:
“I feel wellsupported in
my caregiving
activities.”
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2 Mesosystem/Home
9. Please
indicate how
strongly you
agree or
disagree with
the following
statement
regarding your
caregiving
responsibility:
“Balancing
caregiving with
other
responsibilities
is challenging
for me.”
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2 Mesosystem/Home
10. Please
indicate what
best describes
your current
Closed Ordinal 1-Full time
2- Part Time
Demographics

134
Question
Open or
closed?
Level of
Measurement
. (nominal,
ordinal,
interval,
ratio)
Response options (if
close-ended)
R
Q
Measured Concepts
(from emerging
conceptual framework)
employment
status.
11. Please
select the
option that best
describes your
current level of
seniority within
your
organization.
Closed Ordinal 1- Entry-Level/Junior
2- MidLevel/Professional
3-Senior – Level/
Expert
4-Management
5-Senior
Management/Executiv
e
6-Owner/Partner
Demographics
12. Please
indicate your
rail industry.
Closed Nominal 1-I work for a freight
rail company.
2- I work for a
passenger rail agency.
3- I work as a
consultant for a freight
company.
4-I work as a
consultant to a
passenger rail agency.
5- I work as a
consultant to both
freight and passenger
systems.
Exosystem/Work
13. Which
option best
matches how
you spend a
typical
workday?
Closed Nominal 1-I spend my days in
the office (design).
2-I spend my days
mixing office and field
duties (design and
construction).
3-I spend my days in
the field
(construction).
2 Microsystem/Work
14. My family
(or other
important
people in my
life) actively
supported my
STEM
educational
pursuits from
an early age.
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
1 Microsystem/Home

135
Question
Open or
closed?
Level of
Measurement
. (nominal,
ordinal,
interval,
ratio)
Response options (if
close-ended)
R
Q
Measured Concepts
(from emerging
conceptual framework)
15. My
elementary/hig
h school
offered
opportunities
for engagement
in STEM
activities, such
as clubs or
competitions.
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
1 Mesosystem/School
16. Please
indicate how
strongly you
agree or
disagree with
the following
statement: “I
feel I have
successfully
found a balance
between my
work
responsibilities
and home life.”
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2 Mesosystem/Home
17. Please
indicate how
often you seek
support from
family, friends,
or colleagues to
achieve
work/home
balance.
Closed Ordinal 1-Never
2-Rarely
3-Sometimes
4-Often
5-Always
2 Mesosystem/Home
18. Please
indicate how
often you
engage in selfcare activities
to reduce stress.
Closed Ordinal 1-Never
2-Rarely
3-Sometimes
4-Often
5-Always
2 Microsystem/Home/Wor
k
19. Please
indicate how
strongly you
agree or
disagree with
the following
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2 Microsystem/Work

136
Question
Open or
closed?
Level of
Measurement
. (nominal,
ordinal,
interval,
ratio)
Response options (if
close-ended)
R
Q
Measured Concepts
(from emerging
conceptual framework)
statement: “I
have access to
resources at
work that
specifically
support my role
as a woman of
color in
railroad
engineering.”
20. Please
indicate how
strongly you
agree or
disagree with
the following
statement: “My
immediate
work
colleagues
provide a
supportive
environment
for women of
color.”
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2 Mesosystem/Work
21. Please
indicate how
strongly you
agree or
disagree with
the following
statement: “The
culture at my
place of work
encourages
collaboration
that values the
contributions of
women of
color.”
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2 Mesosystem/Work
22. Please
indicate how
strongly you
agree or
disagree with
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
2 Mesosystem/Work

137
Question
Open or
closed?
Level of
Measurement
. (nominal,
ordinal,
interval,
ratio)
Response options (if
close-ended)
R
Q
Measured Concepts
(from emerging
conceptual framework)
the following
statement: “I
feel included in
decisionmaking
processes that
affect my
work.”
5 – Strongly Agree
23. Please
indicate how
strongly you
agree or
disagree with
the following
statement: “I
believe that the
wider railroad
engineering
industry has
policies that
support women
of color.”
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2
Exosystem/Work
24. Please
indicate how
strongly you
agree or
disagree with
the following
statement: “I
believe that
government
policies and
legal
frameworks are
effective in
supporting
women of color
in the railroad
engineering.”
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
2 Exosystem/Work
25. Please
indicate how
strongly you
agree or
disagree with
the following
Closed Ordinal 1-Strongly Disagree
2-Disagree
3-Neither Agree nor
Disagree
4- Agree
5 – Strongly Agree
1 Microsystem/Work

138
Question
Open or
closed?
Level of
Measurement
. (nominal,
ordinal,
interval,
ratio)
Response options (if
close-ended)
R
Q
Measured Concepts
(from emerging
conceptual framework)
statement: “I
believe there
are adequate
mentorship
opportunities
for women of
color in my
workplace.”
26. Name three
factors that
supported your
persistence in
the railroad
engineering
field.
Open 2
27. State three
suggestions that
in your opinion
your
organization
can do to help
attract women
of color in
railroad
engineering.
Open 2
28. Would you
agree to an
interview?
Closed Nominal 1- Yes, please provide
your contact
information.
2- No
1,2 All Systems

139
Appendix B1: Interview Questions
Interview questions Potential probes RQ
Key concept
addressed
1. Tell me about your upbringing. Where did
you grow up and who were the important
people in your life?
Are you an only child?
Did you grow up in the
United States? If so,
what region? East Coast,
West Coast or Midwest?
R1 Microsystem/Home
2. Did your caregivers put emphasis on you
getting a degree?
Did any of your parents
work for the railroad?
R1 Microsystem/SchoolHome
3. Tell me about any significant experiences
with teachers, counselors, or other adults
in educational settings that may have
shaped your career interests, particularly in
STEM fields.
Did you attend public or
private schools?
Who else in your family
has gone to college?
R1 Microsystem/School
4. Discuss your STEM early education. What
role, if any, did extracurricular STEM
activities like science camps or similar
have on your persistence in STEM?
R1 Mesosystem/School
5. Describe the reaction of the important
people in your life when you told them
you wanted to be an engineer.
Were they supportive? R1 Mesosystem/Home
6. Where did you go to college, and was
college financially accessible for you?
Any loans? Or
scholarships? Or
parents?
R1 Exosystem/SchoolHome
7. Describe your experiences with men in
your engineering program(s) of study.
Any challenging
situations you may want
to discuss?
R2 Microsystem/School
8. How did you first encounter the railroad
industry?
Were you recruited to
work for the railroad?
R1 Exosystem/Work
9. Tell me about the role of work colleagues
in your development as a railroad
engineer, especially in the early days of
your career.
Were you assigned a
formal or informal
mentor?
R2 Microsystem/Work
10. Describe your support system at
home while working for the railroad. How
did you manage your home duties and
your career objectives?
Who helped you? R2 Microsystem/Home
11. Do you have caregiving
responsibilities? If so, what (if any)
support do you have in managing those
caregiving responsibilities?
Does your employer
provide sufficient
support for work-life
balance?
R2 Exosystem/Support
Network
12. Could you share more about any
support systems you engaged with during
college, like sororities or church groups,
and discuss their impact on your career
persistence, if applicable?
R2 Exosystem/
Home/Work

140
Interview questions Potential probes RQ
Key concept
addressed
13. More than being skilled and having
the right degree, what else could the
railroads have done to help you enter in
this industry?
Do you have, do you
belong to an ERG in
your workplace?
R2 Exosystem/Work
14. Could you share more about the
professional organizations you belong to
such as AREMA, WTS, ASCE and
discuss their impact on your career
persistence, if applicable?
R2 Exosystem/Work
15. Before we conclude this interview, is
there anything about your experience
working in railroad engineering that you
think would be useful for other women of
color considering or working in railroad
engineering to know?
Think of you at 18 years
of age, what advice
would you give yourself
to help in persisting in
this field?
R2 Exosystem/Work

Abstract (if available)

Abstract This study addresses the underrepresentation of women of color in railroad engineering and identifies barriers and promising practices for diversifying this workforce. Workforce diversity regarding ethnicity and gender has remained a concern for the railroad industry (Stewart & Parker, 2016). Between 1997 and 2010, railroad gender representation was constant, at 90% men (Stewart & Parker, 2016). According to their 2011 study, and updated in 2016, the Federal Railroad Administration reported the lack of gender diversity has persisted in the railroad workforce and among railroad academic programs such as rail engineering. The study uses Bronfenbrenner’s (1979) ecological systems model to understand women’s development as they progress through their home, educational, and professional careers. The promising practice approach examines the factors influencing successful women of color as they persist in railroad engineering. The study utilizes a comprehensive mixed-methods approach, integrating quantitative data collection from a survey (n = 59) distributed online, and analysis with qualitative insights from semi-structured (n = 14) interviews to paint a multifaceted picture of the barriers, experiences, and opportunities for women of color in this industry. The findings highlight the approaches participants employed to overcome systemic challenges and how they utilized their determination and passion for the industry to cultivate resilience, ultimately achieving leadership positions in their organizations. The limitations and delimitations suggest topics for future research. The study generates five recommendations for practice and opens new avenues for developing mentorship programs, improving organizational culture and shaping policies that promote greater diversity.in rail engineering.

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Asset Metadata

Creator Patterson, Jacqueline Leclair (author)

Core Title Underrepresentation of women of color in railroad engineering

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2025-05

Publication Date 10/21/2024

Defense Date 10/15/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag freight railroads,passenger rail,Railroad engineering,STEM careers,women in rail,women of color

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hyde, Corinne (committee chair), Ott, Maria (committee member), Pritchard, Marcus (committee member)

Creator Email jacqueline.patterson@zuirail.com,jlp30263@usc.edu

Unique identifier UC11399CW4R

Identifier etd-PattersonJ-13603.pdf (filename)

Legacy Identifier etd-PattersonJ-13603

Document Type Dissertation

Format theses (aat)

Rights Patterson, Jacqueline Leclair

Internet Media Type application/pdf

Type texts

Source 20241104-usctheses-batch-1220 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu