By Topic

How Colleges Try to Attract More Women Students

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

1 Author(s)

Activities by universities to attract more women and enrollments of women in engineering schools have both increased dramatically in the last two years. Survey responses from 70 institutions show that less than half have a staff member with specific responsibility to work toward increasing the enrollment of women. However, most institutions indicated that they were making efforts to attract more women students. Recruiting activities include the development and use of printed materials and other promotional materials; scholarship programs; academic year conferences; summer programs; and high school visits. Not all universities felt that retention of women students was a problem, but many did have activities which tended to increase the chances that women students would complete their degrees in engineering. Such efforts include providing social support, offering special advising, giving recognition for achievement, providing role models, offering opportunity for involvement, helping women gain job experience, and making financial aid available to part-time students. Lack of commitment, funding, staff time, and know-how are offered as possible factors responsible for the somewhat limited scope of present recruiting activities. An approach to setting up planned, comprehensive programs for women is offered.

Published in:

IEEE Transactions on Education  (Volume:18 ,  Issue: 1 )