Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career

Background Groups within and outside of educational institutions are interested in factors that influence satisfaction among students enrolled in the engineering major as well as elements within the college environment that shape students' intentions to work in engineering in the future and whether these elements differ by gender. Purpose (Hypothesis) This study identified gender differences on indicators of the undergraduate experience including faculty‐related and student‐related variables as well as measures of satisfaction with the institutional environment that are related to satisfaction with the engineering major and intent to pursue a career in engineering ten years from now. Design/Method The mixed methods approach used for this investigation involved nine institutions with engineering undergraduate degree programs. An online questionnaire was administered to undergraduate students enrolled in engineering. Qualitative data was collected through focus group interviews with students at each of the nine participating institutions. Results Findings reveal that satisfaction with the engineering major does not translate directly to pursuing a career in engineering, particularly among women. In terms of elements of the undergraduate experience, some types of interactions with faculty and peers have both short‐ and long‐term impacts on interest in engineering as a major and as a career. Conclusions Creating learning environments that emphasize care and respect for students as well as overseeing student interaction during group work can make a difference in students' satisfaction in the engineering major and in interest in engineering as a career, particularly for women.