University of Southern California Dissertations and Theses

Impact of participation in STEM organizations and authentic learning experiences on women of color engineering students

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Impact of participation in STEM organizations and authentic learning experiences on women of color engineering students

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Content Running head: PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC
LEARNING EXPERIENCES
1
IMPACT OF PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC
LEARNING EXPERIENCES ON WOMEN OF COLOR ENGINEERING STUDENTS
by
Vanessa Rodriguez
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
(Education (Leadership))
December 2019
Copyright 2019 Vanessa Rodriguez
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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Acknowledgements
I wish to express gratitude to those who helped and encouraged me throughout this
process. First, thank you to my dissertation chair, Dr. Frederick Freking for your help with this
process and your commitment to improving STEM education. Thank you to my committee
members, Dr. Barbara Christie and Dr. Anthony Maddox for your feedback and support. I would
also like to thank my Wednesday cohort peers and thematic group members, especially Diana for
all her help. Thank you to my family, friends, coworkers and students for their patience and
support. Lastly, I would like to thank the one person who kept me going and never let me slack
off or quit, Mike Perez. Without you, I wouldn’t have finished. This dissertation is dedicated to
my past, present, and future students.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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Table of Contents
List of Tables 5
List of Figures 6
Abstract 7
Chapter One: Overview of the Study 8
Background of the Problem 9
Statement of the Problem 13
Purpose of the Study 13
Significance of the Study 15
Limitations and Delimitations 16
Definition of Terms 16
Organization of the Study 17
Chapter Two: Literature Review 18
Women in Engineering 18
Social Cognitive Theory 20
Self-efficacy 21
Self-efficacy in Engineering 21
Self-efficacy and Career Decision Making 22
Authentic Learning Experiences 24
Increasing Representations Through High School-Based Clubs 25
Summary 26
Chapter Three: Methodology 27
Research Design 27
Mixed Methods Approach 27
Sample and Population 28
Instrumentation 29
Validity and Reliability Measures 30
Data Collection 32
Surveys 32
Interviews 32
Data Analysis 33
Chapter Four: Results 35
Introduction 35
Quantitative Results 36
Background Information and Demographics 36
High School Experience 38
College Experience 43
Qualitative Findings 49
Participation in STEM Organizations and Self-efficacy 50
Theme 1: High School Courses and Clubs 50
Theme 2: Mentors and Supporters 52
Theme 3: Exposure to Engineering 53
Theme 4: Engineering Skills Taught 53
Authentic Learning Experiences and Persistence 54
Theme 1: High School Courses and Clubs 54
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Theme 2: Mentors and Supporters 56
Theme 3: Exposure to Engineering 57
Theme 4: Engineering Skills Taught 59
Summary 59
Chapter Five: Discussion 61
Discussion of Findings 62
Implications for Practice 65
Future Research 67
Conclusions 68
References 70
Appendix A: Web Survey Questions 74
Appendix B: Interview Questions and Script 81

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List of Tables
Table 1: Demographics by race/ethnicity and current major 37
Table 2: Participants’ current colleges 37
Table 3: High school engineering clubs 40
Table 4: Engineering and engineering self-efficacy survey results 44
Table 5: Engineering career expectations and outlook 45
Table 6: Feeling of inclusion in engineering 47
Table 7: Engineering clubs 49

PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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List of Figures
Figure 1: Women’s employment in STEM occupations: 1970 to 2011 19
Figure 2: Number of female and male freshmen intending to major in 19
STEM fields in 2010
Figure 3: Approximate cumulative grade point average in college 38
Figure 4: Advanced placement courses taken 39
Figure 5: Approximate cumulative grade point average in high school 39
Figure 6: Participation in clubs influence on engineering degree 41

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Abstract
Although the number of women pursuing engineering degrees and careers has increased
over the years, women, specifically women of color, still continue to be underrepresented in the
engineering field. This study examined how participation in science, technology, engineering,
and mathematics (STEM) clubs and authentic learning experiences in high school impacted
women of color’s engineering self-efficacy and engineering major selection. The study utilizes a
central construct in Social Cognitive Theory, self-efficacy, as well as Authentic Learning
instructional approach. The purpose of the study was to determine how teachers and school
leaders could increase the number of women of color pursuing engineering degrees starting at the
high school level.
A mixed-methods approach was used to answer the following research questions: How
does participation in STEM organizations during high school affect the self-efficacy of women
of color studying engineering in college? What authentic learning experiences in high school
influenced women of color’s decision to persist in obtaining an engineering degree? A web-
based survey that collected background information and demographics, high school experience,
and college experience data was sent out to several college engineering organizations throughout
Southern California. Three survey participants were interviewed using a semi-structured
interview. Interviews were transcribed and coded for analysis. Findings indicated the importance
for STEM clubs, authentic learning experiences, early access to engineering mentors, and
exposure to engineering careers and programs. The findings imply the need of a career technical
and STEM curriculum and access to STEM-related clubs and competitions.

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CHAPTER ONE: OVERVIEW OF THE STUDY
Growing up in Inglewood, CA, my only career influences were those of my parents: a
factory worker and an aircraft cabin cleaner. Since elementary school, my academic strengths
were in mathematics and science. I was passionate about the subjects but never envisioned doing
something with them as a career. It wasn’t until I was selected to participate in my middle
school’s Mathematics, Engineering, Science Achievement (MESA) program when I was exposed
to the various professions I never knew existed. Competing against other schools and visiting
universities such as the University of California, Los Angeles furthered my interest in college
and engineering. Had it not been for this program, I wouldn’t have pursued an engineering
degree. Obtaining my degree in Civil Engineering was not an easy feat but I persisted because I
wanted to reach my goal of earning more income than my father, a single parent Mexican
immigrant. Like many First Generation students, I wanted to obtain a career that would provide
me a high income and reach the American Dream. I struggled to make connections with my
professors and was easily intimidated by the rigor of the classes and my classmates, all whom
were majority Caucasian men. Once I graduated, I struggled to find a job because of my lack of
networking and experience. After many failed interviews, I decided to change paths and become
a teacher instead with the goal of inspiring students just like myself to pursue careers in
engineering.
This study will explore how participation in Science, Technology, Engineering, and
Mathematics (STEM) organizations and authentic learning experiences during high school affect
the self-efficacy and selection of engineering majors for women of color. This chapter will
present the context of the problem by looking at the literature that shows the need for workers in
engineering fields, the low enrollment rates for women of color in engineering fields, and the
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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roles self-efficacy and authentic learning experiences play in women pursuing engineering
degrees. A brief overview on the context within which the research will be conducted along with
supporting research will reveal why studying this topic is important. Then, the research questions
and a discussion as to why they are important within the context of the topic will be presented.
Lastly, limitations and delimitations along with the organization of the study will be discussed.
Background of the Problem
Although the number of women and underrepresented minorities (African Americans,
Latinos, and American Indians) has increased in earning baccalaureate degrees in engineering,
they are still not represented equally in the working population (Chubin, May, & Babco, 2005).
In order to increase human capital for the United States workforce, there needs to be an increase
in students, specifically minorities, pursuing STEM careers (National Science Foundation, 2014;
Valla & Williams, 2012). National data revealed that more than 50% of freshmen that declared a
STEM major at the start of college left the field before graduation and more than half of STEM
bachelor’s degree recipients switched to non-STEM fields when they entered graduate school or
the labor market (Chen & Soldner, 2013). Further, 48% of bachelor’s degree students and 69%
of associate’s degree students who entered STEM fields between 2003 and 2009 had left these
fields by the spring of 2009 (Chen & Soldner, 2013). Ethnic minorities are showing discouraging
STEM discipline dropout rates in the late college years (Valla & Williams, 2012). Valla and
Williams (2012) found that ethnic minorities lose interest and self-confidence in science and
mathematics subjects as a result of misconceptions and stereotypes with science and/or math
ability. Historically, underrepresented racial and ethnic groups, particularly African Americans
and Latinos, represented a small proportion of the science and engineering workforce than their
share of the United States population (National Science Foundation, 2014). Latinos, African
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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Americans, and American Indians or Alaska Natives accounted for 26% of the U.S. population
age 21 and over but only for 10% of workers in science and engineering occupations (NSF,
2014). In comparison, 26.2% of science and engineering workers are foreign-born (NSF, 2014).
Although the demographics in the country are changing, where minorities are becoming the
majority, the same changes still do not exist in the STEM workforce.
STEM professions often lead to social mobility, are highly regarded, and reward workers
with relatively high personal income and social prestige (Xie et al., 2015). Although the United
States excels in STEM higher education and training, its workforce is facing a problem of not
producing enough doctorates in science and engineering compared to foreign students (National
Academy of Sciences (NAS), 2010). NAS (2010) has also determined that other nations are
following the lead and are catching up to the United States in terms of innovation in science and
engineering. For example, the U.S. share of global exports has fallen in the past 20 years from
30% to 17% while emerging countries like Asia grew from 7 to 27% (NAS, 2010).
With the U.S. falling behind in the global economy, numerous efforts have been created
to increase the number and diversity of students pursuing degrees and careers in STEM (Chen &
Soldner, 2013). A solution for increasing the number of students pursuing STEM degrees and
careers are programs specifically designed to support underrepresented groups. Valla and
Williams (2012) evaluated several K-12 STEM programs, ranging from after-school clubs to
summer camps, in terms of their effectiveness as a function of how well they address age-,
ethnicity-, or gender-specific factors. Valla and Williams (2012) determined several criteria of
effective K-12 programs. Some of the criteria include involving longer-term investments in
participating students, to guide students through the college application process and bridge the
gap between secondary and postsecondary phases of the STEM pipeline. One such program,
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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MESA, was formed to help educationally disadvantaged students to become engineers, scientists,
and other non-based professions urgently needed by industry (“About MESA,” n.d.). MESA
serves students who are the first in their families to attend college, are low-income, and attend
low-performing schools with few resources (“About MESA,” n.d.). The program provides a
combination of enrichment activities, hands-on competitions, academic support, industry
involvement, counseling to ensure college prerequisites, and professional development for math
and science teachers in low-performing schools (“About MESA,” n.d.). MESA recognizes the
shortage of college graduates in California and the low number of degrees awarded in STEM.
Thus, the program aims to help students overcome academic barriers so they can realize their
potential, go into college prepared, and, ultimately, fill the need of STEM professionals (“About
MESA”, n.d.).
Women account for 50% of the U.S. college-educated workforce but only 29% of the
science and engineering workforce (National Science Foundation, 2016). Further, women
comprise about more than 20% of engineering school graduates but only 11% of practicing
engineers are women (Fouad & Singh, 2011). In a study designed to understand factors related to
women engineers’ career decisions, Found and Singh (2011) found that 24% of women surveyed
didn’t enter the engineering fields because they were not interested in engineering, 18% wanted
to start their own business, 17% did not like the engineering culture, 15% planned on going to
another field, and 7% because of low salary. About 81% of the women surveyed were currently
working in non-engineering industries.
Despite the fact that the number of women pursuing bachelor’s degrees has increased,
women are still disproportionate to the number men pursuing mathematical, scientific, and
technological degrees (Zeldin & Pajares, 2000). Additionally, minority women encompass fewer
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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than 1 in 10 employed scientist and engineers (NSF, 2015). Several studies have explored
reasons why this disparity exists. Zeldin and Pajares (2000) used Bandura’s Social Cognitive
Theory to suggest that self-beliefs women hold about their capabilities may be a factor as to why
women are underrepresented in STEM fields. A central construct in Social Cognitive Theory is
self-efficacy, which can be defined as people’s judgments of their capabilities to produce
designated levels of performance (Bandura, 1977). Individual’s beliefs about their competencies
have an effect on the choices they make, the effort they put forth, their inclinations to persist at
certain tasks, and their resiliency in the face of failure (Zeldin & Pajares, 2000). In their study on
self-efficacy beliefs of women in STEM, Zeldin and Pajares (2000) concluded that, without a
belief in their own capabilities to succeed, women in their study might have easily allowed
perceived obstacles they encountered to deter them from their goals. Students with high STEM
self-efficacy typically perform better and persist longer in STEM disciplines than those with
relatively lower STEM self-efficacy (Pajares, 2005). Thus, studying self-efficacy beliefs of
women in engineering is important if we want to determine how to increase the number of
women pursuing engineering degrees.
In addition to self-efficacy studies, researchers have studied the impact of authentic
learning experiences for minorities and women in STEM fields (Jonassen, 1999; Basu & Barton,
2007; Strobel, Wang, Weber, & Dyehouse, 2013). Authentic learning experiences allow students
to construct their knowledge through integration of their current experiences with prior
experiences in order to understand ideas (Jonassen, 1999). Basu and Barton (2007) determined
that authentic learning experiences creates interests in STEM careers when students were able to
connect their experiences with how they envision their own future, students’ social relationships
were valued, and students’ sense of agency for enacting their views on the purpose of science
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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were supported. Authenticity in K-12 has the potential to impact students’ learning in
engineering, science, and mathematics (Strobel et al., 2013).
Statement of the Problem
In order to increase the number of women and underrepresented minorities in the
engineering workforce, educators must find interventions that will help this population persist in
the major and workforce. Women are beginning to outnumber men in degrees attained but are
still underrepresented in STEM fields, especially computer science and engineering. Although
the number of women employed in engineering occupations has increased from 3% in 1970 to
13% in 2011, the trend does not parallel that of the growth in degrees attained (Landivar, 2013).
Studies have looked into the role self-efficacy plays in degree attainment for women and how
authentic learning experiences can be designed to increase participation in STEM careers but
more is needed, specifically for engineering. Research that is specific for increasing the number
of women of color in engineering is needed.
Purpose of the Study
The purpose of this study is to explore the relationship between participation in STEM
organizations during high school and authentic learning experiences with engineering self-
efficacy and selection of engineering majors for women of color. In order to answer the research
questions, participants will be surveyed on demographics, high school experience, and college
experience. Within these questions, participants’ self-efficacy and persistence beliefs will be
rated. Participants will be asked if they are willing to partake in a one-hour follow up interview
about their experiences in high school and further exploration of their engineering self-efficacy.
The majority of my students attend schools in Southern California thus, college students enrolled
at schools in this region will be recruited. Engineering organizations will be contacted through
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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email and provided a link to the online survey to share with their members. Data from surveys
and interviews will be analyzed to determine if participation in STEM clubs have had any impact
on their engineering self-efficacy, and to identify what authentic learning experiences influenced
their selection of engineering majors. Purposeful selection was used to identify participants with
various ranges in participation in STEM clubs during high school and participants who identified
as underrepresented minorities. This was necessary to make comparisons in engineering self-
efficacy between those with a high level of participation in STEM clubs and those with little or
no participation.
Research Questions
Research indicates that there are a low percentage of minorities pursuing engineering
careers although they make up a majority of the U.S. workforce. Thus, this study seeks to
determine thereasons for this gap from the perspective of current engineering undergraduate
students. Also, it seeks to determine whether STEM programs and learning experiences impact
student’s decision to pursue STEM majors in college. The study will address the following
research questions:
1. How does participation in STEM organizations during high school affect the self-
efficacy of women of color studying engineering in college?
2. What authentic learning experiences in high school influenced women of color’s
decision to persist in obtaining an engineering degree?
Theories
This study will draw from Bandura’s Social Cognitive Theory and Authentic Learning
instructional approach. Social Cognitive Theory asserts that learning occurs in a social context
with dynamic and reciprocal interaction (Bandura, 2012). Within the Social Cognitive Theory
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lies self-efficacy, which Bandura (2012) defines as the judgment of personal capability. Self-
efficacy is included in this study since studies claim that students with higher self-efficacy are
motivated to succeed, set higher performance goals, expend more effort to reach those goals, and
are more resilient when difficulties arise (Bandura, 1997). The instructional approach of
authentic learning experiences was included in this study to determine what type of learning
environments allow students to actively construct their knowledge since authenticity in K-12
engineering education has the potential to impact student’s learning in STEM (Jonassen, 1999;
Strobel et. al, 2013). Strobel et al. (2013) define authentic problems as problems whose primary
purpose and source of existence are a need, a practice, a task, a quest, and a thirst existing in a
context outside of schooling and education purposes.
Significance of the Study
Demographics in the United States are changing, where minorities are now becoming the
majority. Yet, not enough has been done to increase the number of minorities in the STEM
workforce. Currently, 2% of African American, 2% of Hispanic, and 2% of Asian women are
employed in science and engineering (National Science Foundation, 2017). Almost half of the
low-wage workforce consists of women of color: 17.6% African American, 22.8% Hispanic, and
6.7% Asian, Hawaiian, and/or Pacific Islander women (National Science Foundation, 2017).
Given that women of color are projected to be the majority of the population by 2060, this
research is needed to determine how to increase the number of women of color in these fields.
Several studies discussed various factors that impede students from entering or
completing a program in the engineering field. By looking at the factors and what efficient
programs are doing to impact STEM attrition and completion, answers on how to decrease the
current gap in engineering may be discovered. These key concepts can help answer the research
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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questions by looking at how programs can influence a student’s decision and confidence to
pursue STEM degrees and careers, and how benefits from these programs influence
administrators and staffs’ willingness to invest in these programs.
Limitations and Delimitations
Limitations
Limitations to this study include:
● Time constraints: Data collection will occur during a four-week period only.
● Participant selection: Purposeful selection will be utilized in this study to understand
a certain population. Participants were selected from specific sites, thus
generalizations cannot be made.
● Research bias is present as I participated in MESA during high school and attained an
engineering degree
● Voluntary participation: Participants exercise free will in deciding whether to
participate in a study
● Small sample size: Decreases statistical ability to detect an effect.
Delimitations
For this study, the following delimitations were considered:
● Site selection: Sites were chosen based on location in Southern California
● Mixed-methods study: Both quantitative and qualitative data collected and analyzed.
Definitions of Terms
STEM: Science, technology, engineering, and mathematics. Fields included in this definition are
agricultural, biological, and computer sciences; atmospheric, earth, and ocean sciences;
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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mathematics and statistics; astronomy; chemistry; physics; aerospace, chemical, civil, electrical,
industrial, materials, and mechanical engineering; social sciences, and psychology.
Women of Color: Black/African American, Latina/Hispanic, and Native American/American
Indian, Asian Pacific American and multiracial women.
Organization of the Study
This dissertation is presented in five chapters. Chapter 1 gives an overview of the study
and introduces the research questions. Chapter 2 provides a review of the current research
addressing the current state of women in engineering, self-efficacy and authentic learning
theories, and current intervention programs. Chapter 3 consists of the research methodology,
research design, participant selection, sampling and data procedures, and data analysis. Chapter 4
summarizes the study’s findings. Finally, Chapter 5 will discuss the findings and provide
implications for future research.

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CHAPTER TWO: LITERATURE REVIEW
The purpose of this study is to explore the effects that participation in STEM
organizations during high school have on the self-efficacy and selection of engineering majors
for women of color. This review of literature will provide background as to why studying this
subject is important, give an overview of the Social Cognitive Theory, the foundation for self-
efficacy, and discuss the various types of interventions designed to increase representation of
minority students in engineering.
Women in Engineering
Historically, women, African Americans, and Latinos represent a small proportion of the
science and engineering workforce than their share of the U.S. population (National Science
Foundation, 2014; Landivar, 2013). Latinos, African Americans, and American Indians or
Alaskan Natives accounted for 26% of the U.S. population age 21 and over, but only for 10% of
workers in science and engineering occupations (NSF, 2014). In comparison, 26.2% of science
and engineering workers are foreign-born (NSF, 2014). Women, African Americans, and Latinos
are less likely to be in a science or engineering major at the start of their college experience and
are less likely to remain in these majors by the end of their college careers (Landivar, 2013).
Thus, industry, government, and academic leaders have identified increasing the STEM
workforce as a top concern and focus has been placed on reducing disparities in STEM
employment by sex, race, and origin (Landivar, 2013).
While the number of women in STEM occupations has increased since the 1970s,
disparities among men and women in STEM careers are still significant (Landivar, 2013). In
2011, 26 percent of STEM workers were women and 74 percent were men, even though women
accounted for more than half the working population (Landivar, 2013). Currently, 80 percent of
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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STEM employment consists of engineering and computer occupations, which happen to be the
occupations least occupied by women (Figure 1).

Figure 1. Women’s Employment in STEM Occupations: 1970 to 2011 (Landivar, 2013).
In contrast, women are largely represented in social science occupations, especially in
psychology where 70 percent of workers are women. Similar patterns in representations were
determined when looking at number of men and women intending to major in these fields
(Figure 2). Thus, efforts to increase the representation of women in engineering are necessary.

Figure 2. Number of female and male freshmen intending to major in STEM fields in 2010
(NSF, 2012).
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Valla and Williams (2012) revealed that ethnic minorities are showing discouraging
STEM discipline dropout rates in the late college years. The authors argue that ethnic minorities
lose interest and self-confidence in science and math subjects as a result of misconceptions and
stereotypes with science or math ability (Valla & Williams, 2012). Further, Chen and Soldner
(2013) determined that 48% of bachelor’s degree students and 69% of associate’s degree
students who entered STEM fields between 2003 and 2009 had left these fields by spring 2009.
When focusing on specifically women and women of color (African American, Latina, and
American Indian), the gap is much larger. In 2008, 18 percent of women earned STEM
baccalaureate degrees. Of that 18 percent, women of color earned 6.1 percent while white
women earned 23.5 percent (Johnson, 2011). This research illustrates how women of color are
underrepresented in the engineering fields and thus there is a need for interventions or programs
to increase the number of women of color in engineering.
Social Cognitive Theory
In order to increase the number of underrepresented minorities in STEM, several studies
have looked at how self-efficacy, particularly engineering self-efficacy, relates to positive
outcomes in studying and pursuing careers in non-traditional fields (Chubin, May, & Babco,
2005; Marra, Rodgers, Shen, & Bogue, 2009). Self-efficacy is grounded in Social Cognitive
Theory. Thus, before defining self-efficacy, social cognitive theory must be discussed.
Social cognitive theory is an agentic theoretical perspective that states that people create
social systems and the practices of social systems, and in return, influence personal development
and functioning (Bandura, 2012). The social term of the title acknowledges the social origins of
human thought and action. The cognitive term recognizes the influential contribution of
cognitive processes to the human motivation affect and action (Bandura, 2012).
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Self-Efficacy
Self-efficacy is a component in social cognitive theory stemmed from Bandura’s
exploration of the function of the power of a treatment to build resilience to adverse experiences
(Bandura, 2012). In comparison to self-esteem, a judgment of self-worth, self-efficacy is a
judgment of personal capability, two different constructs (Bandura, 2012). Students with higher
self-efficacy are motivated to succeed, set higher performance goals, expend more effort to reach
those goals, and are more resilient when difficulties arise (Bandura, 1997).
The four main sources of self-efficacy: mastery experiences, social persuasion, vicarious
experiences, and physiological states (Bandura, 2012). Each source has been found to influence
the decisions of women and minorities seeking a career in science, engineering, or other
underrepresented career (Marra, Rodgers, Shen, & Bogue, 2009).
Self-Efficacy in Engineering
With the use of existing literature on self-efficacy, Rittmayer and Beier (2009) created a
list that can aid practitioners in developing STEM self-efficacy of students using the four main
sources of self-efficacy. Practitioners can integrate mastery experience opportunities in STEM
courses by: incorporating hands-on, laboratory-based activities and projects that require self-
regulation; tailor activities to students’ ability-level so that they are challenging, but not
impossible; structure activities to include proximal goals; and provide feedback and
encouragement to maximize the impact of mastery experience in ways that enhance self-efficacy.
For vicarious experiences, practitioners can: assign group-work in which the groups are carefully
composed of similar ability students; invite more advanced STEM students and professionals
into classrooms to work with students or share their experiences; and provide role models. To
include social persuasion, which is instrumental in the development and maintenance of
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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women’s STEM self-efficacy, practitioners can: give feedback that is positive, genuine,
appropriate, and realistic; encourage students to persist despite difficulties and setbacks; inform
parents and guardians of the importance of supporting their students; educate students and their
families about the importance, value, and range of STEM fields and careers; emphasize that
STEM fields and careers are not more appropriate for males than females; and provide students
and their families with information about extra-curricular STEM activities. Lastly, for
physiological states, practitioners can: discuss the experience of math- and science-related
anxiety with students and tell them they can control their physiological reactions; teach students
effective anxiety-management strategies; and encourage students to attend fully to the task at
hand. For women, lack of self-efficacy can potentially lead to avoidance of STEM-related
courses and careers (Rittmayer & Beier, 2009). Thus, developing students’ self-efficacy in
STEM through such experiences can lead to greater effort, performance, and persistence in
STEM (Rittmayer & Beier, 2009).
Self-Efficacy and Career Decision Making
In addition to self-efficacy being found to have an effect on persistence in engineering,
research has found that self-efficacy can be a predictor of career decision-making intentions and
behaviors (Betz, Borgen, & Harmon, 1996; Betz and Hackett, 1981). Using Holland’s six interest
types, Betz, Borgen and Harmon (1996) studied the relationship of self-efficacy to gender, group
membership, and vocational interests. Holland’s six interest types (Realistic, Investigative,
Artistic, Social, Enterprising, and Conventional) have been used to guide individuals to careers
compatible with their interests and personality dispositions. Betz, Borgen, and Harmon (1996)
argue that inclusion of perceptions of self-efficacy with respect to Holland’s interest types should
contribute to theory explication and career counseling and facilitate research on the relationship
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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between self-efficacy and interest development. The authors found that college women reported
significantly more social confidence than did college men while men were significantly more
confident than women on enterprising, investigative and conventional. The authors suggest that
since interest and some feeling of self-efficacy are necessary before a client pursues a career
option, join interpretation of interests and confidence may be useful (Betz, Borgen, & Harmon,
1996). This can be helpful for high school teachers, administrators, and counselors in helping
students narrow down possible career choices and build self-efficacy in the secondary level by
creating opportunities for exploration of interests in engineering or other careers.
Similarly, Betz and Hackett (1981) investigated the importance of self-efficacy
expectations in the explanation of women’s continued underrepresentation in many professional
and managerial occupations. Results from their study indicated that males had significantly
higher self-efficacy on five non-traditional occupations: accountant, drafter, engineer, highway
patrol officer, and mathematician (Betz and Hackett, 1981). Furthermore, males perceived the
occupation of a physician as most difficult while women perceived it to be the occupation of an
engineer. Of note was the difference in percentage of men and women who believed they could
successfully complete the education requirements of engineering. About 70% of males versus
30% of females reported they could successfully complete engineering educational requirements.
Similar results were present in terms of perceived capability to successfully perform the job
duties of occupations. Males reported greater self-efficacy with regard to job duties of
accountants, drafters, engineers, highway patrol officers, and mathematicians, careers
traditionally held primarily by males. These gaps show the importance of further investigating
women in engineering’s self-efficacy and barriers to women’s career development. We need to
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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determine how can we start preparing women of color starting at the high school level for these
careers and increase their self-efficacy so when they do obtain these careers, they persist.
Authentic Learning Experiences
Given that current data shows underrepresentation of minorities and women in STEM
fields, research has also studied the significance and impact of authentic learning experiences for
this group (Strobel, Wang, Weber, & Dyehouse, 2013; Basu & Barton, 2007). Authentic learning
experiences occur in learning environments where students are actively constructing their
knowledge based on integrating their current experiences with their prior experiences to
understand ideas or situations (Jonassen, 1999). Authenticity contains three external dimensions:
context authenticity-context resembles real-world context; task authenticity-activities of students
resemble real-world activities; and impact authenticity-products of students are utilized in out-of
school situations (Strobel et al., 2013).
Basu and Barton (2007) concluded from their study on urban, high-poverty youth’s
science learning that youth developed interest in science when: their science experiences
connected with how they envision their own futures; learning environments supported the kinds
of social relationships students valued; and science activities supported students’ sense of
agency, or sense of control, for enacting their views on the purpose of science. The students in
their study initially described science as a subject that generates sentiments such as boredom,
anxiety, confusion, and frustration (Basu & Baron, 2007). A disconnect between science and the
students’ interests or experiences led to students not wanting to pursue careers as
scientists (Basu & Baron, 2007).
Although authentic learning experiences are contributing to engagement of minorities and
women, the forms of authentic engagement are not clear and more research is needed specifically
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
25

for the field of engineering (Strobel et al., 2013). Strobel et al. (2013) argue the need for other,
less developed dimensions of authenticity that will be promising supplements to existing
landscapes and reduce the shortcomings of existing STEM activities: personal authenticity-
projects are close to students’ own life and value authenticity-personal questions get answered or
projects satisfy personal or community needs. Increasing impact on authenticity may help
achievement and interest in STEM for both underrepresented minorities and females (Strobel et
al., 2013).
Increasing Representation Through School-Based Clubs
A solution for increasing the number of students pursuing STEM degrees and careers are
programs specifically designed to support underrepresented groups. Valla and Williams (2012)
evaluated several K-12 STEM programs in terms of their effectiveness as a function of how well
they address age-, ethnicity-, or gender-specific factors. The programs ranged from after-school
clubs and summer camps. Valla and Williams (2012) determined several criteria of effective K-
12 programs. Some of the criteria include: involving longer-term investments in participating
students; guiding students through the college application process; and bridging the gap between
secondary and postsecondary phases of the STEM pipeline.
Hidi and Renninger’s (2006) Four-Phase Model of Interest Development describes
phases in development and deepening of learner interest that can be used in designing STEM
clubs: triggered situational interest; maintained situational interest; emerging individual interest;
and well-developed individual interest. Dika, Alvarez, Santos, and Suarez (2006) determined that
most STEM-related afterschool programs are designed to trigger and maintain situational interest
through engaging hands-on activities. In determining to what extent person factors, cognitive
factors, and contextual factors explain student interest in pursuing engineering studies and
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
26

attainment expectations, Dika et al. (2006) found that influence of gender, perceived value of
studying engineering, and family communication and expectations have implications for school
and program personnel. Students that were enrolled in engineering clubs had higher levels of
interest and higher levels on parent emphasis on STEM, than their peers in the same school.
Thus, the authors suggest teachers and counselors can help foster an appreciation of engineering
as a valuable pursuit by designing curricular, counseling, and after school activities that
emphasize both the technical aspects to help students understand the nature of engineering and
activities to convey the value of engineering for society (Dika et al., 2006). Additionally, after
school clubs and outreach programs should include opportunities for parent and family
involvement to attract underrepresented groups to engineering (Dika et al., 2006)
Summary
The review of the literature revealed how women and women of color are
underrepresented in the engineering workforce. The number of engineering degree attainment
has increased, but this does not translate to the workforce. Two key concepts emerged from the
review of literature. First, self-efficacy has an effect on selection of career and persistence in
engineering. Second, programs designed with authentic learning experiences have an impact on
pursuing engineering careers. Thus, the study seeks to determine how these concepts are existent
in the participation in STEM organizations and authentic learning experiences in high school.

PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
27

CHAPTER THREE: METHODOLOGY
Introduction
The purpose of this study is to explore how participation in Science, Technology,
Engineering and Mathematics (STEM) organizations during high school and authentic learning
experiences affect the self-efficacy and selection of engineering majors for women of color. The
literature reviewed in Chapter 2 revealed the underrepresentation of women of color pursuing
engineering degrees, significance of addressing the problem, and what current interventions are
in place to increase representation in engineering fields. The research questions for this study
are:
1. How does participation in STEM organizations during high school affect the self-
efficacy of women of color studying engineering in college?
2. What authentic learning experiences in high school influenced women of color’s
decision to pursue an engineering degree?
This chapter will provide an overview of the research design, sample and population.
Then, the instrumentation, data analysis, and data collection procedures will be discussed along
with why these methods will best answer the research questions.
Research Design
To help answer the research questions, a mixed methods approach will be used. This
section provides an understanding of what mixed methods research entails and why was it
chosen for this study.
Mixed Methods Approach
Research approaches are plans and procedures for research that provide detailed methods
of data collection, analysis, and interpretation (Creswell, 2014). The three approaches to research
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
28

are qualitative, quantitative, and mixed methods. Merriam and Tisdell (2016) define mixed
methods research as an approach to research in which the investigator gathers both quantitative
(close-ended) and qualitative (open-ended) data, integrates the two and then draws
interpretations based on the combined strengths of both sets of data to understand research
problems. Mixed method approaches incorporate both using words (qualitative) and numbers
(quantitative) approaches, integrates the two forms of data, and uses distinct designs that may
involve philosophical assumptions and theoretical frameworks (Creswell, 2014).
The combination of qualitative and quantitative approaches is assumed to provide a more
complete understanding of a research problem than either approach alone (Creswell, 2014). One
of the purposes of mixed methods approach is triangulation, which determines if methods with
different strengths and limitations all support a single conclusion, thus reducing the risk that
conclusions reflect biases of a specific method and allowing a more secure understanding of the
issues being investigated (Maxwell, 2013). Another purpose of using mixed methods is to gain
information about different aspects of the phenomena being studied (Maxwell, 2013). Maxwell
(2013) provides the example that observations are used to describe setting, behavior, and events
while interviews are used to understand the perspectives and goals of the participants. This study
used data from surveys and interviews to answer the research questions.
Sample and Population
Sampling is the process of selecting where to conduct research and whom to include in it
(Maxwell, 2013). The sampling method used to select the interview respondents was purposeful
selection. Maxwell (2013) defines purposeful selection as deliberately selecting particular
settings, persons, or activities that can provide the information needed to answer the study’s
research questions. According to Maxwell (2013), there are five goals for purposeful selection:
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
29

achieving representatives or typicality of the settings, individuals, or activities selected;
adequately capture the heterogeneity in the population; deliberately select individuals or cases
that are critical for testing the theories in the study; establish particular comparisons to illuminate
the reasons for differences between settings or individuals; and to select groups or participants
with whom the researcher can establish the most productive relationships, ones that will best
answer the research questions. Participants of this survey were female engineering students. For
the interviews, participants were selected if they were female engineering students that identified
as women of color.
For this study, an initial survey that collects background information and demographics,
high school experience, and college experience data was sent electronically to several
engineering organizations to colleges and universities throughout Los Angeles. Contact
information for these organizations was collected from the public websites. Emails were sent out
to the email addresses found the school websites. The last question of the survey will ask if they
are willing to participate in a follow-up interview and, if they respond yes, the survey collected
their contact information. For those that responded yes and fit the criteria needed for the study
(women of color, engineering major participated in STEM organization), a follow up email was
sent to schedule an interview.
Instrumentation
Through the use of the website SurveyMonkey, a survey of 38 questions collected
demographic information, high school experience, and college experience (Appendix A). The
survey was sent out electronically and was accessible through any device. The survey took an
average of five minutes to complete. The purpose of the survey was to gather demographic, high
school and college experience, and self-efficacy data and to select participants for follow-up
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
30

interviews. Question 38 asks respondents if they are interested in participating in a follow-up
interview to further discuss the topic of women in engineering. If participants answered yes, their
email addresses were collected.
Some questions from the survey were adapted from the Longitudinal Assessment of
Engineering Self-Efficacy (LAESE) assessment. The LAESE is designed to identify changes in
self-efficacy of undergraduate students studying engineering. Items on the assessment address
various aspects of self-efficacy: student efficacy in “barrier” situations; outcomes expected from
studying engineering; students expectations about work load; student process of choosing a
major; students coping strategies in difficult situations; career exploration; and influence of
models on study and career decisions.
Background and demographic questions collected data such as gender, race/ethnicity,
current major, academic standing, where were they before their current institution, current
college/university, and cumulative grade point average. High school experience questions
collected data on advanced placement courses taken, cumulative grade point average,
participation in engineering clubs, what influenced their decision to pursue engineering, and
memorable high school experience. College experience questions mainly used a 7-point Likert-
type scale in which students rated their level of agreement to statements related to self-efficacy,
satisfaction, and persistence in engineering. Additionally, it collected data on participation in
engineering extracurricular activities, research, and/or internships.
Validity and Reliability Measures
Validity and reliability measures are put in place to ensure that accuracy and credibility
of research findings (Creswell, 2014). According to Merriam and Tisdell (2016), these measures
are necessary in order for the research to have any effect on either the practice or theory of the
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
31

field and can be approached through careful attention to a study’s conceptualization and the way
in which the data are collected, analyzed, interpreted, and represented. Since this study utilized a
mixed methods approach, validity and reliability measures were established using both
quantitative and qualitative methods.
One threat to validity that arises when using a mixed methods approach is unequal
sample sizes. According to Creswell (2014), using unequal sample sizes may provide less of a
picture on the qualitative side than the larger on the quantitative side, thus resulting in
incomparable and difficult to merge findings. However, using triangulation (use of multiple
sources of data) as a method of data collection can increase credibility of the research (Merriam
& Tisdell, 2016). To establish validity in the quantitative research aspect of this study, Creswell
(2014) suggests to look for the following: Content validity (do the items measure the content
they were intended to measure?); predictive or concurrent validity (do the scores predict a
criterion measure? Do results correlate with other results?); and construct validity (do items
measure hypothetical constructs or concepts?). In the qualitative aspect of the research,
researcher bias and reactivity were considered. Research bias includes the selection of data that
fit the researcher’s exiting theory, goals, or preconceptions and the selection of data that “stand
out” to the researcher (Maxwell, 2013). To address these threats, Maxwell (2013) suggests
examining possible biases and understanding how a particular researcher’s values and
expectations may have influence the conduct and conclusions of the study. Reactivity refers to
the influence of the researcher on the setting or individuals studied (Maxwell, 2013). To address
this threat, the researcher should understand it and use it productively.
To ensure consistency and dependability or reliability of a study, Merriam and Tisdell
(2016) suggest triangulation, peer examination, investigator’s position, and the audit trail. For
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
32

this study, triangulation and audit trail (detailed account of the methods, procedures, and decision
points in carrying out the study) were used to promote validity and reliability.
Data Collection
Survey
Links to the survey were sent to engineering organizations at various colleges in Los
Angeles. A four-week window was allotted for collection of this data. Response frequency was
monitored to determine if the response window needed to be extended. Identifying information
was not collected. Email addresses were only collected if a participant expressed interest in
participating in an interview.
Interviews
Once the survey data was collected and three participants were identified, interviews
were scheduled. Participants were purposely selected based on two criteria: women of color and
engineering major. The purpose of the interviews was to obtain a special kind of information by
engaging in conversation focused on questions related to the research study (Merriam & Tisdell,
2016). Interviews are used when researchers cannot observe behavior, feelings, or how people
interpret the world around them (Merriam & Tisdell, 2016). Merriam and Tisdell (2016)
categorize interviews by structure as highly structured, semistructured, and
unstructured/informal. In this study, a semistructured interview structure was used.
Semistructued interviews are used more often in qualitative investigations, since the format of
open-ended questions and less structure allow individual respondents to define the world in
unique ways (Merriam & Tisdell, 2016). In semistructured interviews, specific information is
desired from all the respondents, but most of the interview is guided by a list of questions or
issues to be explored and neither wording nor the order of the questions is determined ahead of
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
33

time (Merriam & Tisdell, 2016). This allows for the researcher to respond to the situation,
emerging worldview of the respondent, and new ideas on the topic (Merriam & Tisdell, 2016).
This interview structure was chosen to ensure that specific data on their experiences as women of
color in engineering and choosing college majors is collected, but with the flexibility to explore a
respondent’s ideas further, if necessary. Had a highly structured interview been conducted, only
demographic data would have been selected. Additionally, if an unstructured interview had been
selected, later interviews would need to be conducted after questions were formulated.
Interviews were recorded using an application called TapeACall. This application allows
the interviewer to record phone conversations on their cell phone and export the voice recordings
either by email or link. Only the researcher had access to these audio files.
Data Analysis
Data analysis is conducted to make sense of data by consolidating, reducing, and
interpreting what participants have said and what the researcher has seen or read (Merriam &
Tisdell, 2016). The goal of data analysis is to find answers to the research questions, which are
called categories, themes, or findings (Merriam & Tisdell, 2016). Analyzing data begins during
data collection and becomes more intensive as the study progresses and all the data is in
(Merriam & Tisdell, 2016). Maxwell (2013) recommends data analysis to be conducted
immediately after the first interview and to continue analyzing the data until the research ends.
Survey data was downloaded as a Microsoft Excel spreadsheet and sorted based on
questions and ethnicities. Additionally, tables and figures were created using Microsoft Excel.
Interview audio files were uploaded to the website Trint, an online application that converts
audio content into searchable, editable interactive transcripts. The transcripts were downloaded
as a Microsoft Word document.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
34

Once data was collected, the next step was to read the interview transcripts that were to
be analyzed (Maxwell, 2013). During this step, notes and memos are written and tentative ideas
about categories and relationships begin to develop (Maxwell, 2013). The subsequent step in
data analysis is the process of coding. Corbin and Strauss (2008) simply define coding as taking
raw data and taking it to a conceptual level. Maxwell (2013) describes coding as breaking the
data and rearranging them into categories that facilitate comparison between things in the same
category and that aid in the development of theoretical concepts. Coding assigns a shorthand
designation to various aspects of the data, so that the researcher can easily retrieve specific
pieces of the data (Merriam & Tisdell, 2016). Maxwell (2013) suggests using a matrix as a tool
for displaying and further developing the results of a categorizing analysis of the data that can be
structured in terms of the main research questions, categories, or themes and the data that
addresses or supports them.

PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
35

CHAPTER FOUR: RESULTS
Introduction
The purpose of this study is to explore the effects that participation in science,
technology, engineering, and mathematics (STEM) organizations and authentic learning
experiences during high school have on the self-efficacy and selection of engineering majors for
women of color. The first three chapters offered an introduction to the problem surrounding
women in engineering, a review of the literature on women in engineering, self-efficacy, and
authentic learning experiences relating to this study, and discussion of the methodological design
used. This chapter will present key findings and results that will aid in answering the research
questions.
The research questions that framed the study were: How does participation in STEM
organizations during high school affect the self-efficacy of women of color studying engineering
in college? What authentic learning experiences in high school influenced women of color’s
decision to persist in obtaining an engineering degree? By using multiple methods of data
collection, known as triangulation, risk of chance associations and of systematic biases due to a
specific method is reduced (Maxwell, 2013). A 38question web-based survey was used for the
quantitative aspect of the methodology and telephone interviews were used to address the
qualitative methodology. A survey link was sent out to several engineering clubs at major
colleges throughout Southern California via email. Interview participants were selected from the
web-based survey, which asked them if they were interested in participating in a follow-up
interview and collected contact information if interested. Once the survey was closed, responses
were downloaded into a spreadsheet for analysis. Interviews were recorded, transcribed,
analyzed, and coded for thematic analysis. Coding is a categorizing strategy that breaks the data
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
36

into fragments and rearranges them into categories that facilitate the comparison between things
in the same category and aid in the development of theoretical concepts (Maxwell, 2013).
Theoretical analysis identifies patterns or themes used to address the research questions (Maguire
& Delahunt, 2017).
Quantitative Results
Quantitative data analysis began after a four-week window for the survey had passed.
The web-based survey was split into three pages: Background Information and Demographics;
High School Experience; and College Experience. The first page consisted of seven questions
that were designed to gather background information of the participants to paint a picture of the
sample group. The second page consisted of eleven questions that focused on their high school
experiences, authentic learning experiences, and factors that influenced their decision to pursue
an engineering degree. The third page consisted of seventeen questions that centered around their
engineering self-efficacy and engineering experiences in college.
Background Information and Demographics
After filtering for responses that were incomplete or completed by males, a total of 58
responses were collected. Table 1 below provides demographics of the respondents by
race/ethnicity and college major. The most popular majors were mechanical, chemical and civil
engineering, which align with the top 10 engineering degrees awarded to women in 2016-2017
(Rincon, 2018).
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
37

Table 1. Demographics by Race/Ethnicity and Current Major
In regards to their academic standing, of the 58 respondents, 19% were freshmen, 22%
sophomores, 22% juniors, 29% seniors, and 7% 5th year seniors. Prior to attending their current
institution, 95% of respondents were in high school while 5% were at a two-year college. Table 2
lists the institutions that respondents currently attend along with the number of participants from
each school. Institutions include public state colleges and universities and private universities
throughout Southern California.

Table 2. Participants’ Current Colleges
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
38

Survey participants were asked to provide a current approximate cumulative grade point
average. Figure 3 summarizes grade point average responses by race/ethnicity.

Figure 3. Approximate Cumulative Grade Point Average in College
High School Experience
Results from the survey showed a high number of participants taking advanced placement
courses that are fundamental to engineering. Majority of respondents indicated taking AP
Calculus AB, AP Physics, and AP Calculus BC during high school. Figure 4 shows which
advance courses students took and the number of participants that took them. When data was
broken down by race/ethnicity, only three women of color took AP Computer Science versus
fourteen White/Caucasian and Asian participants. Similar results were found for students that
took AP Calculus BC, 6 for women of color versus 26 for White/Caucasian and Asian women.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
39

Figure 4. Advanced Placement Courses Taken
Survey participants were also asked to provide their high school cumulative grade point
average. Figure 5 summarizes grade point average responses by race/ethnicity. Hispanic/Latinos
had a greater range of grade point averages while majority of White/Caucasian and Asian women
had a grade point average of 3.9 or above.

Figure 5. Approximate Cumulative Grade Point Average in High School
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
40

The survey asked participants to indicate which engineering clubs they were a part of
during high school. The most common club was Robotics. Table 3 shows the clubs that 34 out of
the 58 participants that answered this question participated in during high school. Participants
were able to select all that applied. When asked how long were they involved in these clubs, 32%
were involved for 0-1 year, 26% for 2 years, 21% for 3 years, and 21% for 4 years.
Table 3. High School Engineering Clubs
Figure 6 below displays responses to the question that had participants rate how
participation in engineering clubs during high school influenced their decision to pursue an
engineering degree. Those that skipped the question had indicated that they did not participate in
engineering clubs in the question prior.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
41

Figure 6. Participation in Clubs Influence on Engineering Degree
In an open-ended question, participants were asked what attracted them to engineering
clubs. The most common response was the competition and hands-on or project-based
experience these clubs provided. Many were attracted to the clubs because they were interested
in STEM and wanted to learn more while at the same time having fun. In ranking difficulty of
high school courses, 12% found classes to be very easy, 43% somewhat easy, 19% neutral, 24%
somewhat difficult, and 2% difficult. When asked what influenced their decision to pursue and
engineering degree, participants were able to select up to eight options with the eight being Other
and allowed them to specify. Parents was the response most selected at 30 times followed by
high school teachers with 27 selections. High school counselors was selected twice, engineering
clubs 14 times, other family members 13 times, campus visits 8 times, and other activities
sponsored by a college or university 7 times. Seventeen participants select the option other. The
following is a list of specified options when other was selected: Fiancé; Intrinsic motivation to
contribute to advancing our society; My friend said engineers make a lot of money so I began
looking into it and realized it could be something that I enjoyed. Prior to their mention of
pursuing an engineering degrees in college, engineering was not the major of my choice; Public
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
42

figures (astronauts); Girls Who Code summer program experience; AP Calculus class; Kind of
just went with it; Aptitude towards math and science; Liked science as a kid; My own interest;
College classes; Personal decision; Self interest; Summer internship program in applied physics
lab; I just kind of decided; Interest in classes; Personal interest in the field.
Participants were asked what sources they used when considering which type of
engineering major to pursue and were able to select all that apply or respond to the other option.
College websites was selected the most at 30 times, followed by high school teachers and parents
at 22 times, engineering competitions at 13 times, other family members at 12 times, and high
school counselors 8 times. Thirteen participants selected the other option and provided the
following responses: Clubs; Didn’t know anything about engineering just tried out Civil
Engineering major; Friends; Friends, fiancé; I had to Google what engineering was and the
different branches; I just kind of decided; Individual research; Internet; Looked up online how
different degrees can be used; Online resources, astronaut bios; Personal research; Random
websites that explained what the different engineering majors are; Research professors. These
responses demonstrate the need for exposure to engineering at the high school level or lack of
information provided by high schools.
The last two questions in this section were open-ended questions that addressed high
school experiences and influences on their selection of engineering. Question 18 asked for their
most memorable experience in high school that influenced their decision to major in engineering.
Common themes from the responses were experiences in high school courses, experiences in
engineering competitions, and knowing someone that had studied or will study engineering. AP
Physics and Calculus were two of the classes most stated as memorable due to the application of
the subject, hands-on projects, and successes experienced in the class. Club competitions and
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
43

participation in summer programs were among the most memorable experiences. Question 19
asked how and when were they first interested in engineering. Most common answer themes for
this question were high school, knowledge of someone in the field, interests as a kid, and
elementary school. Those who stated high school as why they were interested in engineering
specified it was due to their physics, introduction to engineering, calculus, or other engineering-
based class such as JavaScript, Project Lead the Way, and drafting. Elementary and middle
school experience were also stated as to how their interest in engineering began. Some stated
building things as a child, school science fairs, and experiences that made them feel like
inventors.
College Experience
The third page of the survey focused on college experiences in engineering, specifically
looking at engineering self-efficacy, engineering career success expectations, feeling of
inclusion, and involvement in engineering extracurricular activities. Table 4 displays the results
of the questions regarding engineering and engineering self-efficacy by race/ethnicity. Most
responses were similar throughout each race/ethnicity for each question. However, some
differences can be seen in the question “It is my choice to study engineering.” Women of color
responded “Strongly Agree” more frequently than White/Caucasian. Also, White/Caucasians
responded “Strongly Agree” less frequently in questions on confidence and persistence in
engineering. This raises the question as to what motivating factors are causing women of color to
be more confident and optimistic. Could it be because they have less exposure to engineering and
thus don’t know the realities or because they are determined to succeed and become the first in
their families to obtain an engineering degree?

PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
44

Survey Question H/L
n=19
W/C
n=14
WC/ &
AA
n=5
AA
n=14
B/AfA
n=1
ME
n=1
W/C &
H/L
n=2
Satisfaction with engineering
major:
Very Dissatisfied
Dissatisfied
Neither Satisfied nor dissatisfied
Satisfied
Very satisfied

11%
0%
11%
32%
47%

0%
7%
21%
36%
36%

0%
0%
0%
80%
20%

0%
0%
0%
36%
64%

0%
0%
0%
100%
0%

0%
0%
0%
100%
0%

0%
0%
0%
50%
50%
Confidence in majoring in
engineering through college:
Not at all confident
Not so confident
Neutral
Fairly Confident
Very Confident

0%
5%
5%
32%
58%

0%
0%
0%
21%
79%

0%
0%
0%
40%
60%

0%
0%
7%
21%
71%

0%
0%
0%
0%
100%

0%
0%
0%
0%
100%

0%
0%
0%
0%
100%
I can succeed in an engineering
curriculum:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
0%
5%
11%
26%
53%
5%

0%
0%
7%
0%
36%
43%
24%

0%
0%
0%
20%
0%
20%
60%

0%
0%
0%
0%
36%
29%
36%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
50%
50%
0%
It is my choice to study
engineering:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
9%
0%
0%
5%
21%
74%

0%
0%
7%
0%
0%
43%
50%

0%
0%
0%
0%
0%
20%
80%

0%
0%
0%
7%
14%
7%
71%

0%
0%
0%
0%
0%
0%
100%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
50%
50%
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
45

I am confident I will graduate with
an engineering degree:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
0%
5%
5%
11%
5%
74%

0%
0%
0%
0%
14%
29%
57%

0%
0%
0%
0%
0%
40%
60%

0%
0%
0%
8%
0%
25%
69%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
0%
100%

0%
0%
0%
0%
0%
100%
0%
I can persist in engineering during
the current academic year:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
0%
0%
0%
42%
21%
42%

0%
0%
0%
0%
7%
43%
50%

0%
0%
0%
0%
0%
20%
80%

0%
0%
0%
7%
0%
7%
86%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
50%
50%
0%
Table 4. Engineering and Engineering Self-Efficacy Survey Results
Table 5 shows the responses to engineering career success expectations and outlooks by
race/ethnicity. Again, the results were fairly consistent between the different groups for each
question. The question with the major difference was “My major will allow me to make a
difference.” Women of color selected “Strongly agree” more than White/Caucasian women.
Hispanic/Latina women showed more confidence in succeeding in an engineering career.
Survey Question H/L
n=19
W/C
n=14
WC/ &
AA
n=5
AA
n=14
B/AfA
n=1
ME
n=1
W/C &
H/L
n=2
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
46

Someone like me can succeed in
an engineering career:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
0%
0%
5%
5%
11%
79%

0%
0%
0%
0%
14%
43%
43%

0%
0%
0%
0%
20%
20%
60%

0%
0%
0%
0%
0%
29%
71%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
50%
50%
A degree in engineering will allow
me to obtain a well paying job:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
0%
16%
5%
16%
21%
58%

0%
0%
0%
7%
7%
36%
50%

0%
0%
0%
0%
0%
60%
40%

0%
0%
0%
0%
7%
29%
64%

0%
0%
0%
0%
0%
100%
0%

0%
0%
100%
0%
0%
0%
0%

0%
0%
0%
0%
0%
100%
0%
My major will allow me to make a
difference:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
0%
0%
5%
0%
32%
63%

0%
7%
0%
0%
7%
50%
36%

0%
0%
0%
0%
0%
80%
20%

0%
0%
7%
14%
7%
7%
64%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
100%
0%
0%

0%
0%
0%
0%
0%
50%
50%
I will be able to find an
engineering job once I graduate:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
0%
5%
0%
26%
16%
53%

0%
0%
7%
0%
29%
36%
29%

0%
0%
0%
0%
20%
40%
40%

0%
0%
7%
0%
14%
29%
50%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
50%
50%
0%
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
47

I will have no problem finding a
job with an engineering degree:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
5%
11%
5%
21%
26%
32%

7%
0%
14%
0%
29%
29%
21%

0%
0%
0%
0%
20%
60%
20%

7%
0%
0%
7%
36%
14%
36%

0%
0%
0%
0%
100%
0%
0%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
50%
0%
50%
0%
Engineering supports a balance
between work and family:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
5%
32%
11%
21%
16%
16%

7%
7%
43%
7%
7%
14%
14%

0%
0%
0%
20%
60%
20%
0%

0%
29%
0%
0%
43%
21%
7%

0%
100%
0%
0%
0%
0%
0%

0%
0%
0%
0%
100%
0%
0%

0%
0%
50%
50%
0%
0%
0%
Table 5. Engineering Career Expectations and Outlook
Lastly, Table 6 displays feeling of inclusion in engineering by race/ethnicity. Most
responses were consistent regardless of race/ethnicity. White/Caucasian and Asian women
showed they can relate and cope with being a women and/or only person of their race/ethnicity in
their engineering class.
Survey Question H/L
n=19
W/C
n=14
WC/
&
AA
n=5
AA
n=14
B/AfA
n=1
ME
n=1
W/C
&
H/L
n=2
I can relate to the people in my classes:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
11%
5%
11%
42%
21%
11%

0%
0%
0%
0%
62%
15%
23%

0%
0%
0%
0%
20%
60%
20%

0%
0%
7%
0%
21%
36%
36%

0%
0%
100%
0%
0%
0%
0%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
0%
100%
0%
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
48

I can cope with being the only person of
my race/ethnicity in an engineering class:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
5%
0%
11%
37%
26%
21%

0%
0%
14%
14%
14%
36%
21%

0%
0%
0%
40%
0%
60%
0%

0%
7%
0%
7%
14%
29%
36%

0%
100%
0%
0%
0%
0%
0%

0%
0%
0%
100%
0%
0%
0%

0%
0%
0%
0%
50%
50%
0%
I can cope with being a women in an
engineering class:
Strongly disagree
Disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Agree
Strongly agree

0%
5%
5%
0%
32%
21%
37%

0%
0%
0%
0%
43%
29%
29%

0%
0%
0%
0%
0%
60%
40%

0%
0%
0%
0%
36%
7%
57%

0%
0%
100%
0%
0%
0%
0%

0%
0%
0%
0%
0%
100%
0%

0%
0%
0%
0%
50%
50%
0%
Table 6. Feeling of Inclusion in Engineering
When asked what participants do when they have difficulty in a class, “Seek help from a
friend” was selected the most at 49 times, followed by “Talk to a professor” about it with 32
times, “Talk to my advisor” about it 13 times, “do nothing” 6 times, “drop the course” 1 time,
and “other” 6 times. For those that selected “other”, their responses included reading or watching
videos, get help from the tutoring center, cry, or talk to a therapist. A notable response was
provided by a Hispanic/Latina:
Currently, I have been having major difficulty with my math, chemistry, and physics
courses in college and I feel that it’s attributed to my feeling of not being prepared
enough in high school. There are some students here that could literally just call their
parents and ask them for help on a math problem or they’ve taken other supplemental
engineering courses through their high school. I couldn’t help but feel as though I was
set up for failure and that I was just accepted to meet a certain quota (whether it be for
gender diversity or for racial/cultural diversity. Also, I am not used to taking several
college level STEM courses at once yet, so that may have attributed to me feeling
difficulty in all classes. I’ve also reached out to older students in SHPE or through other
multicultural organizations that I know that they’ve been through similar experiences as
me. I also cry about it to a counselor.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
49

Most survey respondents are currently involved in one or more engineering
extracurricular activities the most popular being Society of Women Engineers. Table 7 shows the
several clubs participants are members of. Of the 58 respondents, 44 of them stated that they
have participated in a research or summer internship program. Hispanics/Latinos had the lowest
percentage of participation in research or internship programs at 63% while Asian women had
the highest with 93%.

Table 7. Engineering Clubs
Qualitative Findings
Once survey data was collected and analyzed, those who expressed interest in
participating in a follow-up phone interview were contacted. The last question in the survey
collected email addresses from those interested in participating. Since this study seeks to
determine the effects that participation in STEM organizations and authentic learning
experiences specifically of women of color, only those identifying as women of color were
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
50

contacted. Of the 14 women contacted, only three responded and scheduled a phone interview.
The participants were all current engineering students at the following schools: California
Polytechnic State University, San Luis Obispo (Interviewee 1); University of California, Irvine
(Interviewee 2); and Loyola Marymount University (Interviewee 3). All three attended high
schools in the Los Angeles area and were the first in their families to major in engineering in the
USA.
Interviews were recorded using the application TapeACall. After a disclosure was read,
the semi-structured interview began. The interviews ranged from 25 minutes to 28 minutes.
Audio files from the interviews were uploaded to a web application, Trint, that provides a written
transcript of the audio and has the capability for searching, editing, and highlighting the text file.
The transcripts were then downloaded as Word documents and coded. Once coded, four themes
were identified from all the interviews that will be used to answer the research questions along
with the survey data. The themes identified were: High School Courses and Clubs, Mentors and
Supporters, Exposure to Engineering, and Engineering Skills Taught.
Participation in STEM Organizations and Self-Efficacy
Research Question #1: How does participation in STEM organizations during high
school affect the self-efficacy of women of color studying engineering in college?
Theme 1: High School Courses and Clubs. All three participants cited their math and
science classes as reasons why they were interested in engineering. Although only one
participant took engineering classes at her school, all three took advance placement (AP) math
and science courses that led them to feel success in the field. Interviewee 1 stated that she
enjoyed her science and math classes more than her social science classes because they were
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
51

slightly more challenging. However, as a result of her school not offering engineering classes or
AP classes related to STEM, she felt that she wasn’t prepared to handle engineering courses in
college. Additionally, she stated that her school’s AP teachers were usually new and the AP
program was fairly new. In her survey responses, she showed the least confidence in obtaining
an engineering degree. Interviewee 3 was the only participant with a more established STEM
academic and extracurricular program in her high school. Her survey data indicated that she had
higher confidence in succeeding in engineering and can cope with being a woman and Latina.
Participants were asked several questions to describe their participation in STEM clubs to
determine if it had any affect on their self-efficacy. Interviewee One went to a school that was
transitioning into pathways, so when she attempted to start a robotics club to make up for the
lack of STEM classes, she was told it would conflict with the engineering pathway. Also, the
advisor she had lined up left the school due to pay issues. Thus, she was never able to establish
the club. However, she did start a club called Women in STEM that focused on providing female
students information about STEM careers. Similarly, Interviewee Two went to a high school that
did offer a science academy, but it was not focused on engineering. She felt that having zero
experience in the field that she is doing today caused her to feel “a little left behind.” Her school
did offer a robotics club but they “didn’t really do anything” and, since her school is privately
funded, they didn’t get any help financially. She encourages high school students to get involved
in robotics clubs or any science club to learn more about the field. Also, she encourages high
school students to learn SolidWorks, a computer-aided design program, before going to college.
She was told from her father’s friend who works at Boeing that he just hired a first-year college
student because of his experience with SolidWorks and robotics in high school. As part of the
Chevron Design Challenge team, Interviewee Three learned how to design on paper and use
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
52

computer software to prepare for local competitions. The experience she gained in her
involvement with these engineering clubs led her to feel more confident and she gained skills
that were useful for her major.
Theme 2: Mentors and Supporters. Having engineering mentors and support from
teachers and family members contributed to the students feeling confident that they can pursue
an engineering degree. Participants were asked if there were any teachers that encouraged them
or assisted them with deciding to pursue an engineering degree. Interviewee One gives credit to
her AP Physics teacher for motivating her to pursue engineering by building her confidence in
the class, especially since she was one of two females in the class of 14. She was told by her
teacher that she really understood the concepts and picked them up fast so she should apply to
college as an engineering major. Still, she felt doubts in the sense that she did not feel like she
would be competitive enough to apply to schools as an engineering major, but was motivated to
do so because of this teacher. Interviewee Two recalled not being open about her decision to
pursue an engineering degree but stated that the director of the Science Academy told her she
could do it. Interviewee 3 didn’t consider joining the Chevron Engineering Design Challenge
team at her school until one of her engineering design teachers encouraged her to join by telling
her she was really good at designing. She also joined the team because of the people in it,
specifically an upperclassman that she admired and was inspired by since she was the only other
girl in the team.
Outside of school, all three participants felt that their family members had an influence
on their overall factor as to why they succeeded in getting an engineering degree. As a low-
income, first generation student, Interviewee One did not have anyone in her family that went to
college and most family members worked in places like fast food restaurants or factories.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
53

Though, she did not have much knowledge of the field, she was motivated to get a job that was
not considered low-income. Similarly, Interviewee Three was a first generation student whose
family did not have anything above a high school education. These factors contributed to them
selecting “strongly agree” to the survey question “Someone like me can succeed in an
engineering career.”
Theme 3: Exposure to Engineering. The participants were asked several questions that
were designed to determine how exposure to engineering in high school had an affect on their
self-efficacy. Although Interviewee Two had a father and uncles that were engineers, she felt that
because she is a woman, they could not help her because her experience is different. Even with
engineers in her family, she felt that she still did not understand what engineering was until she
took courses in colleges. In her first college class, she experienced how hands-on and interactive
engineering and felt that this was what she wanted to do. Interviewee One wishes her school had
brought in guest speakers or professionals to come talk to her school especially because most of
the students were low-income, underrepresented students that lack exposure to professionals in
the field. She feels that speakers, particularly speakers from underrepresented backgrounds,
would help promote the engineering field to students. Interviewee Three took a class that
allowed her to work with an engineer from Honeywell. This engineer came once a week to
present to the class and taught them about different components for the car they were building.
This gave her confidence that she could succeed in engineering.
Theme 4: Engineering Skills Taught. Since she wasn’t able to participate in any STEM
clubs, Interviewee One participated in theater club and believes she gained some engineering
skills from being part of that club. She recalls,
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
54

In a way theater did teach me some engineering skills in a sense that lets say during a
show you were to mess up you have to continue with the show. If there’s a malfunction
with let's say a prop or a costume you have to quickly think about how is it that you
should solve it just so that it doesn't interfere with the overall show. And in a way it did
teach me a skill with engineering that not everything is going to turn out the way you
want it to turn out but you have to come up with a different way of approaching it and
find a new way to solve what it is that you’re trying to accomplish. It was also theater
that taught me creativity when it comes to problem solving.
Interviewee Three had the most engineering experience out of the three. The engineering
courses she took and learning to use 3D software in high school was a skill that has been very
helpful in engineering. Additionally, building circuits, calculus class, and computer science
elective were very helpful with skills, specifically for electrical engineering. However, she feels
that her school did not prepare her for the rigors of college and how to deal with mental health
issues that arise from taking challenging courses and transitioning from high school to college.
Authentic Learning Experiences and Persistence
Research Question #2: What authentic learning experiences in high school influenced
women of color’s decision to persist in obtaining an engineering degree?
Theme 1: High School Courses and Clubs. When asked what their favorite high school
courses were and why, many describe advanced placement or engineering electives that were
heavily lab and project based. These classes allowed them to gain authentic learning experiences
that helped them decide to pursue engineering or prepare them for engineering. AP Chemistry,
AP Physics, and AP Calculus were again cited as the most impactful classes in their decision to
pursue engineering degrees. These classes were also found to be the most frequently taken by
survey participants. Interviewee One included her experience in her AP U.S. History class, since
it also was very project-based along with AP Chemistry and AP Physics. She wishes, however,
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
55

that her school had provided more funding for labs. She recalls moment in which her physics
teacher had to be resourceful due to lack of funding,
The school didn’t really provide a lot of funding for the different labs. So what I
remember what my physics teacher had to do if we had to do a lab for like circular
motion, she had to get straws from a gas station and that was pretty much our lab.
Likewise, Interviewee Two had a physics teacher that made “really fun experiments” that were
project based and helped her understand the concept better. Interviewee Three again had a
different experience since her school offered multiple STEM classes. She credits her experience
in her engineering design and circuits classes as the reason why she is studying engineering. She
stated,
I think my favorite classes were my technology classes. So for the freshmen it would
have been the intro. to engineering design and over there we had to design like cubes,
little project and we had to 3D draw them on AutoDesk Inventor in 3D and I thought that
was really fun. And another one that I really liked and the reason why I’m doing
electrical engineering was the circuits class, the digital electronics class. And that one
was because we would build like little circuits and we would make things light up.
Then we would fool around with analog components and that was really fun, just seeing
everything light up. And I was like ‘wow I could do this.’
Additionally, she cites her Calculus class as a class that introduced her to STEM and prepared
her for college. Still, she wishes that her school had offered more computer science classes as she
has discovered she enjoys them most but her college does not offer that major. Had she had
experience beforehand, she would have discovered earlier how much she really likes computer
engineering more than electrical and selected a different college that offered that major.
Participants were asked several questions to describe their participation in STEM clubs
and how that influenced their decision to obtain an engineering degree. Again, Interviewees One
and Two did not really have much experience in engineering clubs. However, Interviewee Three
did believe that participation in these clubs were a reason why she has been able to perform well
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
56

in college. Exposure to computer programs like AutoDesk and designing components for the
Chevron competition gave her experience as to what engineers do and work with on a daily
basis.
Theme 2: Mentors and Supporters. Mentors, teachers, and family are a major factor as
to why these three students continue to persist in obtaining an engineering degree. Interviewees
One and Three stressed how being first generation, low-income students have motivated them to
persist and become the first in their families to not only get a degree, but an engineering degree.
When asked about her career goals, Interviewee One answered,
I want to pursue a doctorate degree [in engineering] because I am first generation and I
want to get and take advantage of the education system that is here in the U.S. I would
like to pursue these degrees for myself and for my family but also because of the lack of
representation of women and minorities in these fields.
College peers were found to be a factor as to why these women continue to persist in this
tough major. When talking to upperclassmen about her struggles with her current courses,
Interviewee One found hope in knowing that these classes were designed to “weed out” students
who would not make it in the field. Also, as a Hispanic/Latina, she has found support from
several communities and programs designed to assist low-income, underrepresented students
such as herself with their transition from high school to college. Likewise, Interviewee Two
found support from upperclassmen through her involvement in a co-ed professional engineering
fraternity, Theta Tau. She is able to be open with older members about her struggles and can turn
to them to ask questions. She stated,
Whenever I feel like I’m lost or have questions about my specific major there’s always
someone to turn to ask questions and they’re all very supportive. And whenever I feel
like maybe engineering isn’t for me they’re always, like, really supportive.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
57

In addition to her peers in the fraternity, she has gain support from an upperclassman that’s a
teacher’s assistant for one of her classes. This teacher’s assistant, who she calls her mentor,
checks up on her, informs her about upcoming classes, and ensures that she starts projects early
because she knows how difficult they will be. Interviewee Three believes access to faculty, being
able to share their struggles with them during office hours, and their support has been very
helpful and comforting.
Theme 3: Exposure to Engineering. The participants had varying levels of exposure to
engineering and how that influenced them to pursue engineering. When researching more about
engineering for a class project, Interviewee One discovered that engineer jobs paid well, and thus
her interest for engineering was sparked. However, she didn’t know what engineering actually
was, just thought, “it sounded cool,” until she applied for a summer program. Still, she had to do
additional research on the branches of engineering and relied on the Internet for
information. Interviewee One accredits her experience at a UCLA summer research program the
summer of her junior to senior for her decision to pursue an engineering degree. In this program,
she conducted research in mechanical engineering with a graduate student. She stated,
I actually got to work on research that a graduate student was doing for his doctorate . . . I
would guess that it would be from that experience that I chose to do engineering. Other
than that, I think I chose it in general because I thought it sounded interesting in the sense
that it’s problem solving and … I would not change the world but at least try to make
things better for people and I like helping people.
Other than her father and uncles who were engineers, Interviewee Two felt that she
wishes her school could have exposed her more to engineering through a mentorship program.
When asked what she wishes her school could have done differently to prepare her for college,
specifically engineering, she stated,
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
58

I wish we had a better robotics program and I wish there was some kind of engineering
mentor… that maybe came every now and then and say ‘yeah i’m in college, I’m a
female, and I’m doing engineering. You can do it too.’I wish I had like a mentor figure
even if it was like a male. Just someone who was open to like teach me some technical
engineering skills.
Furthermore, she feels that her high school deterred her from pursuing any kind of engineering.
Her school didn’t cater toward what she wanted to do in college and now that she is studying
engineering, she feels that her peers are a step ahead of her.
Interviewee Three had a different experience since her school did offer more exposure to
engineering. Through the Architecture Construction and Engineering Mentorship Program,
engineers and construction managers came to her school to talk to students and engage them in
small STEM activities. Additionally, Interviewee Three participated in Girls Who Code, a
program that aims to reduce the gender gap between women and men in computer science. In the
program she visited different companies where she was able to witness how computer science is
applied. This inspired her and she believes is the reason why she decided to major in electrical
engineering. She recalls,
That’s the reason why I decided to do it [engineering] because up to this point my train of
thought was engineering was cool like we’re building circuits and all of this but what can
I really do with this? It wasn’t until I got into Girls Who Code and I saw it and
technology and thought wow there is really so much you can do with technology and I
want to be part of this.
She recommends to high school students considering engineering to get as much exposure to
engineering as possible. To her, exposure to engineering and technology is very important
because she has seen many people come in to engineering and getting stressed out because it’s
not what they expected. She believes it important to see what you’re doing and be able to like
what you’re doing. Prior to high school, she thought an engineer was just a train conductor but
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
59

through exposure to engineering and various projects she was part of, she was able to see what it
was and that she really liked it.
Theme 4: Engineering Skills Taught. Interviewee One gained most of her engineering
skills through her math classes. She felt that her math classes taught her problem solving and
how to find different ways of solving a problem. Although not directly engineering related, she
believes her different social science classes helped her with the communication aspects of
engineering as well. Similarly, Interviewee Two felt that she learned in her math courses how to
problem solve and that there is always an answer out there, she just has to figure it out. However,
no explicit engineering skills were taught and she felt neutral in her confidence in continuing to
major in engineering. Her back up plan is to switch majors to mathematics but doesn’t see
herself doing anything but engineering. Interviewee Three feels that she is well prepared for
program and recommends to high school students that are considering engineering to pay
attention to their physics and calculus classes and be engaged in projects outside of class.
Summary
The findings discussed in this chapter revealed the need not only for STEM clubs and
authentic learning experiences in the classroom, but early access to engineering mentors and
exposure to engineering careers and programs. Both the survey and interview data revealed that
students have an interest in engineering because they enjoyed building things, but had to research
what engineering was on their own or wait until they took an engineering course in college to
learn what it entails. If high schools could provide more exposure to engineering careers and
build experiences, perhaps this could not only increase the number of women pursuing
engineering degrees, but also engineering careers. However, this will require funding and
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
60

training for teachers to integrate authentic learning experiences and project based learning into
their curriculum. Additionally, findings reveal the need for an increase in access to summer
programs for high school students and experiences such as field trips to engineering companies,
so students can see what application of engineering looks like.
Although it didn’t address any research questions, it’s important to note that findings
from the interviews revealed that interactions with male engineering students haven’t been
positive for two of three interviewees. For example, Interviewee Two recalled an instance of
when a male student questioned her knowledge of robotics. She feels that sometimes some male
engineers do not know how to interact with females and wishes to be treated like any other
engineer. Similarly, Interviewee Three shared that males in her classes can be exclusive and
don’t really talk to the females in class and when they do, they have to go out of their way to talk
to them. This raises the need to increase the opportunities for both males and females to interact
together with engineering-based projects at an early age so that their experiences in college and
the engineering workforce could be equal.

CHAPTER FIVE: DISCUSSION
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
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This study explored whether participation in science, technology, engineering, and
mathematics (STEM) organizations during high school and authentic learning experiences have
an impact on engineering self-efficacy and selection of engineering majors for women of color.
Although there has been a 54% increase in bachelor degrees awarded in engineering and
computer science to women from 2011 to 2016, only 3% of overall bachelor's degrees awarded
in these fields were awarded to women (Rincon, 2018). Further, only 6% of bachelor’s degrees
in engineering were awarded to women of color (Rincon, 2018). Women, especially African
American and Latinas, are less likely to select a science or engineering major at the start of their
college experience and less likely to remain in these majors by the end of their college careers
(Landivar, 2013). Thus, this study aimed to determine what can be done to increase the number
of women in engineering, specifically for women of color.
The research questions that guided the study were: How does participation in STEM
organizations during high school affect the self-efficacy of women of color studying engineering
in college? What authentic learning experiences in high school influenced women of color’s
decision to persist in obtaining an engineering degree? To answer the research questions, a
mixed-methods approach was utilized. A 38 question web-based survey was sent out to several
engineering organizations at colleges throughout Southern California. Survey questions were
focused on demographics, high school experience, and college experience. Data was collected
over a 4-week period and fifty-eight participants completed the survey. Survey participants were
asked if they are willing to partake in a follow up phone interview to discuss about their
experiences in high school and further exploration of their engineering self-efficacy and decision
to major in engineering. From the set of 58 respondents, three agreed to schedule and partake in
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
62

an interview. This chapter will provide a discussion of the findings, implications for practice, and
suggestions for future research.
Discussion of Findings
Research question 1 was designed to reveal how participation in STEM organizations
during high school affected women of color studying engineering’s self-efficacy. Research
question 2 was designed to determine how authentic learning experiences influenced women of
color’s decision to persist in pursuing an engineering degree. Four key findings emerged to
address the two research questions. The first finding involved offering more career technical
education at the high school level, specifically for STEM. The second finding was the need for
project based learning in secondary math and science classes. The third finding was the need to
increase exposure to engineering through mentoring, clubs, and competitions in high school. The
fourth finding was access to summer programs and internships that expose students to
application of engineering and provide students with skills they can apply to in college
engineering courses and internships.
Interviews revealed the need for more career technical education at the high school level,
specifically for STEM in order to increase self-efficacy and persistence. Students should have
access to college courses that allow them to experience the rigor of college STEM classes and
experience application of the concepts learned in math and physics classes. Interviewee Three
credits her experience in high school engineering courses as to why she chose to major in
electrical engineering. Had it not been for her exposure to this field and successes she felt in
these classes, she would have probably majored in another branch of engineering or science.
Also, had she had more exposure to computer engineering in high school, a branch of
engineering she did not consider until a college class she took, she would have pursued that
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
63

major instead as she found that she enjoys it more. This could lead to her persisting in an
industry where only 26% of computer scientists are women (Rincon, 2018). Furthermore,
teaching students programs that engineers use in the field such as SolidWorks or AutoDesk
Inventor 3D will not only prepare students for their engineering classes, it will allow them to feel
more confident and less behind than their peers. Interviewee 2 believed her lack of preparation in
high school resulted in her not being able to handle engineering courses. Her engineering peers
entered the major with knowledge of computer aided design programs and other engineering
skills that she had to learn adjacent to her engineering courses.
The second finding was the need for project-based learning in math and science classes
that create authentic learning experiences in high school. All interview participants experienced
some level of project based learning in their high school careers. They mentioned projects in
their physics lab that they enjoyed because they were hands-on and got them to peaktheir
interests in engineering. Therefore, projects in the classroom should match the students’ interests
and create experiences that help them envision their future careers. A disconnect between science
and the students’ interests or experiences has been found to lead to students not wanting to
pursue careers as scientists (Basu & Baron, 2007). Survey data revealed that majority of
participants took AP Calculus and AP Physics in high school, but courses like AP Computer
Science and AP Computer Science Principles were scarcely taken. Perhaps offering more
computer science classes in high schools could increase the low number of women majoring in
this field. High school calculus achievement has been found to be a predictor of grades in college
physics and calculus courses (Tyson, 2011). Thus, high schools need to invest in professional
development for their calculus and physics teachers and ensure that they are providing rigorous
instruction and creating authentic learning experiences that allow students to see how these
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
64

subjects are applied in the STEM fields. Interviewee 3, a student at a STEM school, was able to
apply her experience and skills learned in her STEM classes directly to engineering. However,
she felt that she was not prepared for the rigors of college classes.
The third finding was the need to increase exposure to engineering through mentoring,
clubs, and competitions in high school. Interviewees expressed the desire to have engineering
mentors or speakers, specifically from underrepresented backgrounds, come to their schools to
promote the field and talk to them about their daily work. Many low-income or first-generation
students do not have family members or any access to anyone in the engineering field in their
daily life. Thus, exposure to mentors could provide them with knowledge about the field that
they cannot get in school. Interviewee Three did have this opportunity and she credits it for
having picked engineering. At her school, she had engineers from various companies speak to
students and engage them in engineering activities. Of the three interview participants,
Interviewee Three demonstrated the most self-efficacy in her survey responses. Perhaps it was
her exposure to engineering during high school that led to this. Engineering clubs and
competitions were also a reason why Interviewee Three felt prepared for engineering courses and
Interviewees One and Two felt less prepared. Interviewees One and Two attempted to start clubs
like robotics, but were met with many setbacks. They were not able to experience what the
engineering process entails or gain technical engineering skills that could be transferred to their
college courses. Participation in engineering clubs can create authentic learning experiences that
could lead to a greater self-efficacy and persistence in the major. Authentic learning experiences
have the ability to create interests in STEM fields and allow students to connect their experiences
with how they envision their own future (Basu and Barton, 2007). Although this study sought to
determine how high school experiences could impact college self-efficacy and persistence,
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
65

qualitative data revealed the need for mentorship at the college level. All participants credit their
upperclassmen mentors as to why they have been able to persist in the major and be confident
that they too can pass difficult engineering courses.
The fourth finding was the need for access to summer programs and internships that
expose students to application of engineering and provide students with skills they can apply to
engineering. Real-world engineering experience gives students the opportunity to assess whether
engineering is the right career for them. The only engineering exposure Interviewee One
received was through her participation in a summer research program. Had it not been for her
experience in conducting research at a mechanical engineering lab, she would have sought a
major in the social sciences since she was confident in her ability in those classes. Summer
programs and internships have the ability to lead participants to a career cluster they are
passionate about and gain mentors that could provide motivation and resources. Additionally,
these programs could be beneficial for women in learning to work with men and be comfortable
in this type of work environment. Participation in these programs can lead to building the self-
efficacy of women since they enter college with a greater sense of what engineering is and the
skills that are demanded by many engineering courses such as computer aided design, problem-
solving, and teamwork. Building self-efficacy through these opportunities is important since
students with higher self-efficacy are motivated to succeed, set higher performance goals, expend
more effort to reach those goals, and are more resilient when difficulties arise (Bandura, 1997).
Implications for Practice
This study sought to determine how participation in STEM organizations and authentic
learning experiences in high school impacted the self-efficacy and persistence of women
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
66

majoring in engineering. Based on the findings of this study, the implications for practice is
presented for consideration by educators, administrators, counselors, and high school outreach
programs. As a result of the study, two implications for professionals seeking to increase the
number of women of color pursuing engineering degrees were created: (1) career technical and
STEM curriculum; (2) STEM-related clubs and competitions.
Curriculum that includes career and technical skills and exposure to STEM can lead to
students envisioning what their future encompasses and graduate with applicable skills. For this
reason, school districts, administrators, teachers, and counselors should consider offering
incorporating courses or programs into their schools. Career technical education provides
students with academic and technical skills that are necessary to succeed in careers. Career
technical education programs are designed to introduce students to the workplace and offers
hands-on experiences. There are some school districts that offer academies designed for students
to obtain certification in SolidWorks. For example, Santa Ana Unified School District’s High
School Inc. Engineering Academy offers a SolidWorks Essentials program taught by a certified
and qualified instructor that helps students prepare for the SolidWorks fundamental skills
examination. Students can graduate high school with this certification and will not only be ready
for engineering in college but also a job or internship. Programs such as Project Lead the Way
(PLTW) exist to increase the number of American college students who study and ultimately
work in engineering fields (Cech, 2007). PLTW is a rigorous four-year program of honors-level
math and science and engineering that embeds hands-on collaborative engineering projects
(Cech, 2007). However, programs such as PLTW can cost schools up to $95,000 to implement
the curriculum, requires robotic equipment and automated manufacturing machinery, and
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
67

specialized training for teachers. Still, if districts want to support students, specifically women of
color, to pursue engineering careers, they should invest in such programs.
Exposure to engineering through STEM-related clubs and competitions can teach
students engineering skills that can be transferred to their college engineering courses. Students
will learn skills such as the engineering design process, teamwork, research, and technology
skills. Thus, schools and districts should invest in providing funding and qualified advisors to
lead clubs such as Robotics or Girls Who Code. These clubs could provide students with
engineering mentors that can teach them what real-life engineering encompasses and share their
journey to the engineering profession. Many students express their passion for math and science
but are lost when determining which career matches their interests. Thus, participation in these
clubs could help them expand their career searches while also gaining engineering skills.
Additionally, students have the opportunity to feel successes outside of their math and science
classes by completing difficult projects and competing against other schools.
Future Research
Due to limitations encountered in this study along with the findings, recommendations
for further research include: increase in participation from additional school sites, specifically
women of color; extend research time frame; more in-depth measure and comparison of self-
efficacy and persistence; and comparison of STEM programs and clubs. The design of this study
restricted participation from schools in Southern California. This study could be expanded to
include schools throughout the country or only focus on schools that service low-income, women
of color. Additionally, this study was designed for women of color but three was little
participation from Black/African American and Native American/American Indian women.
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
68

Future studies should have a greater sample from these groups. To meet university deadlines, the
study was conducted in a short time frame. With more time, future studies could conduct a self-
efficacy survey at the beginning of the school year and then the end to compare. In the time the
interviews were conducted, students expressed they were stressed due to midterms and finals,
which could have had some impact on their responses. The survey utilized in this study along
with the interview questions presented issues in validity. Thus, using instruments that have been
tested and validated should be used in future studies. Existing surveys, such as the Longitudinal
Assessment of Engineering Self-Efficacy, could provide data that can be compared with data in
the data, tracking student retention, or comparing students that participated in STEM
organizations to those that didn’t. Lastly, further research that compares current STEM programs
and clubs that are available to women of color should be conducted. This will allow for school
sites to select quality, research-based programs that are best suited for their students and increase
the number of students pursuing engineering majors.
Conclusions
In order to increase the number of women of color pursuing engineering degrees and
ultimately careers, educators need to restructure how they are created experiences to learn about
engineering careers and provide opportunities for students to graduate with skills that will
prepare them for rigorous engineering courses. Although the number of women majoring and
graduating in engineering is increasing, the numbers are still low. Building women of color’s
self-efficacy in high school can perhaps be the road to them being successful in their engineering
careers. As this study has found, exposure to engineering and authentic learning experiences can
help students match their passions with careers. Studying calculus and physics is not enough to
get students interested in engineering. They need to be able to have hands-on experiences that
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
69

emulate what they will be doing in the future. Students deserve to graduate high school with
certainty that they can persist through engineering and that they are at the same level as their
college peers.

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Appendix A
Web Survey Questions
Background Information and Demographics

1. Gender:
a. Male
b. Female
c. I prefer not to answer
2. What is your race or ethnicity (Select all that apply):
a. American Indian or Alaskan Native
b. White
c. Hispanic, Latina, or Spanish
d. Black or African American
e. Asian or Asian Indian
f. Middle Eastern or North African
g. Native Hawaiian or other Pacific Islander
h. Other race or ethnicity (please specify): _________
3. What is your current major?
a. Aerospace Engineering
b. Civil Engineering
c. Computer Engineering
d. Chemical Engineering
e. Electrical Engineering
f. Environmental Engineering
g. General Engineering
h. Industrial Engineering
i. Materials Engineering
j. Mechanical Engineering
k. Pre-Engineering
l. Other:____________
4. What is your current academic standing?
a. Freshmen
b. Sophomore
c. Junior
d. Senior
e. 5th year Senior
f. Other: ____________
5. Where were you immediately before starting at this institution?
a. High school
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75

b. Two-year college
c. Four-year college
d. Vocational/Technical school
e. Military
f. Working a full-time job
g. Other:_______
h. I prefer not to answer
6. Current college or university:
7. What is your approximate cumulative grade point average?
a. 3.9 or above on a 4.0 scale
b. 3.5-3.8
c. 3.2-3.4
d. 2.9-3.1
e. 2.5-2.8
f. 2.2-2.4
g. 1.9-2.1
h. 1.5-1.8
i. Less than 1.4
j. I prefer not to answer
High School Experience
1. Which of the following advanced placement courses did you take during high school?
(Check all that apply)
■ AP Calculus AB
■ AP Calculus BC
■ AP Biology
■ AP Chemistry
■ AP Computer Science A
■ AP Computer Science Principles
■ AP Environmental Science
■ AP Physics
■ AP Statistics
2. What was your approximate cumulative grade point average in high school?
■ 3.9 or above on a 4.0 scale
■ 3.5-3.8
■ 3.2-3.4
■ 2.9-3.1
■ 2.5-2.8
■ 2.2-2.4
■ 1.9-2.1
■ 1.5-1.8
■ Less than 1.4
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
76

■ I prefer not to answer
3. Did you participate in any of the following engineering clubs during high school? Select
all that apply
■ MESA
■ Ten80 Education
■ Engineering Club
■ Robotics Club
■ Computer Science Club
■ Girls Who Code
■ STEM Club
■ Other: _____________
4. How long were you involved in those clubs
■ 0-1 year
■ 2 years
■ 3 years
■ 4 years
■ Other: _____
5. Participation in these clubs influenced my decision to pursue an engineering degree?
(Select one):
■ Strongly disagree
■ Disagree
■ Slightly disagree
■ Neither disagree nor agree
■ Slightly agree
■ Agree
■ Strongly Agree
6. What attracted you to these clubs?
7. Classes in high school were (select one):
■ Very easy
■ Somewhat easy
■ Neutral
■ Somewhat difficult
■ Very difficult
8. What influenced your decision to pursue an engineering major? (Check all that apply)
■ High school teachers
■ High School counselors
■ Engineering Clubs
■ Parents
■ Other family members
■ Campus visits
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77

■ Other activities sponsored by a college or university
■ Other:
9. What sources did you use when considering which type of engineering major to pursue?
(Check all that apply):
■ High school teachers
■ High school counselors
■ Parents
■ Other family members
■ College websites
■ Engineering competitions
■ Other:
10. What was your most memorable experience in high school that influenced your decision
to major in engineering?
11. When and how did you first get interested in engineering?
College Experience
1. How satisfied are you with your decision to major in engineering?
a. Very dissatisfied
b. Dissatisfied
c. Neither satisfied nor dissatisfied
d. Satisfied
e. Very satisfied
2. How confident are you that you will keep majoring in engineering through college?
a. Not at all confident
b. Not very confident
c. Neutral
d. Fairly confident
e. Very confident
3. Which engineering extracurricular activities are you actively involved in?
a. Society of Women Engineers
b. American Society of Civil Engineers
c. American Society of Mechanical Engineers
d. National Society of Black Engineers
e. Society of Hispanic Professional Engineers
f. Institute of Electrical and Electronics Engineers
g. Engineers Without Borders
h. Pi Tau Sigma
i. None
j. Other:
4. Have you participated in any research or internship experience?
a. Research
i. Please specify:
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
78

b. Internship
i. Please specify:
c. None
5. I can relate to the people in my classes
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
6. I can succeed in an engineering curriculum
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
7. It is my choice to study engineering
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
8. Someone like me can succeed in an engineering career
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
9. A degree in engineering will allow me to obtain a well paying job
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
79

e. Slightly agree
f. Agree
g. Strongly Agree
10. I am confident I will graduate with an engineering degree
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
11. I can cope with being the only person of my race/ethnicity in a class
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
12. I can cope with being a woman in a class
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
13. I can persist in engineering during the current academic year
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
14. When I have difficulty in a class, I (select all that apply):
a. Seek help from a friend
b. Talk to the professor about it
c. Talk to my advisor about it
d. Drop the course
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
80

e. Do nothing
f. Other (Please specify):
15. My major will allow me to make a difference
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
16. I will be able to find an engineering job once I graduate
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
17. I will have no problem finding a job with an engineering degree
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree
18. Engineering supports a balance between work and family
a. Strongly disagree
b. Disagree
c. Slightly disagree
d. Neither disagree nor agree
e. Slightly agree
f. Agree
g. Strongly Agree

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81

Appendix B
Interview Questions and Script
Introduction: Hello, my name is Vanessa Rodriguez and I am a graduate student at the
University of Southern California. Thank you for taking the time to participate in my study. The
purpose of the study is to determine if exposing students to STEM and creating authentic
learning experiences during high school will increase the number of women of color pursuing,
and ultimately obtaining, undergraduate engineering degrees and careers. I’m going to ask you a
few questions to get your point of view. The interview should take us no longer than an hour to
complete. Your name will remain anonymous and your responses confidential. I will also be
recording the interview. If you wish for me to pause the tape or stop recording, please let me
know at any moment.
Transition: I will begin to ask you some questions to get your point of view. I will also be
taking notes on your responses.
Interview Questions:
1. What high school did you attend? Describe the school environment.
2. Were you part of any clubs in high school? Which ones and why?
3. What were your favorite classes in high school and why?
4. Why did you choose to major in engineering?
5. Were there any high school courses or activities that introduced you to STEM
fields?
6. What memories from high school stand out to you that made you pick engineering?
7. Did your teachers encourage or assist you with your decision to pursue an
engineering degree?
PARTICIPATION IN STEM ORGANIZATIONS AND AUTHENTIC LEARNING
82

8. Was there anyone outside of school that introduced you to STEM?
9. What traits or skills were taught in high school that helped you decide on
engineering?
10. What advice would you give a high school student considering engineering?
11. What do you wish you school could have done differently to prepare you for college,
specifically for engineering?
12. Have you ever considered switching majors? Why or why not?
13. Which courses in college have been the toughest? Why?
14. What support systems have helped you persist?
15. What do you hope to get out of your engineering degree?
16. What are your career goals?
17. How have your experiences in high school and college affected your career goals?
18. Where do you see yourself in 10 years?
Transition: Thank you for your time. At this point I will stop recording. Before I do so, is there
anything else you would like to share that my questions did not address? Thank you.

Abstract (if available)

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Asset Metadata

Creator Rodriguez, Vanessa (author)

Core Title Impact of participation in STEM organizations and authentic learning experiences on women of color engineering students

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 12/02/2019

Defense Date 12/01/2019

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

Tag Authentic learning experiences,engineering students,mixed-methods,OAI-PMH Harvest,self-efficacy,social cognitive theory,STEM,women of color

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Freking, Federick (committee chair), Christie , Barbara (committee member), Maddox, Anthony (committee member)

Creator Email rodr574@usc.edu,vanessarodriguez.lmu10@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-239521

Unique identifier UC11673200

Identifier etd-RodriguezV-7962.pdf (filename),usctheses-c89-239521 (legacy record id)

Legacy Identifier etd-RodriguezV-7962.pdf

Dmrecord 239521

Document Type Dissertation

Rights Rodriguez, Vanessa

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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