Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student Self‐Efficacy

Abstract As our nation's need for engineering professionals grows, educators and industry leaders are increasingly becoming concerned with how to attract women to this traditionally male career path. Self‐efficacy has been shown to be related to positive outcomes in studying and pursuing careers in non‐traditional fields. This paper describes the results of two years of engineering self‐efficacy data collected from women engineering students at five institutions across the U.S. This study adds to the growing body of self‐efficacy literature via its multi‐year, multi‐institution design and helps to clarify the impact of the engineering curriculum on self‐efficacy. Results indicate that while women students show positive progress on some self‐efficacy and related subscales, they show a significant decrease on feelings of inclusion from the first to second measurement period and further suggest a relationship between ethnicity and feelings of inclusion. Additionally, correlations show that self‐efficacy is related to women students' plans to persist in this predominantly male discipline.