Romila Singh, Ph.D. - US grants

Intellectual Merit: This study is designed to understand the factors that lead some women to persist in engineering careers and others to leave it. Most of the research on effective interventions has focused on increasing women's choice of engineering major. However, though women are now 20% of engineering graduates only 11% of professional engineers are women. Clearly, women are disproportionately choosing not to enter or persist in engineering careers, but research has not systematically investigated what factors may contribute to their decisions. This may be due to their own concerns about managing the organizational climate, performing engineering tasks, or balancing work and family roles or could be due to environmental barriers, such as a chilly organizational climate.

The Social Cognitive Career Theory (SCCT) model may help to explain the factors related to retention for women in engineering career. SCCT predicts that self-efficacy and outcome expectations act indirectly on persistence through their influence on interests, which in turn influences choice behavior (e.g., choice to stay in the career or leave). This study will extend this SCCT research to women in engineering careers (or who have left those careers) by examining three domains of self-efficacy and outcome expectations (engineering tasks, work/family balance, and organizational climate), interests and barriers and supports for women in different stages of their career (5, 10, 15, 20 years post graduation). One premise of the work is that career commitment and job satisfaction predict withdrawal cognitions and the intent to quit, which in turn, predict either persistence or turnover. The study will follow cohorts of women longitudinally, providing both cross-sectional and a longitudinal perspective on factors influencing their decisions to stay, or leave, an engineering career.

Broader Impact: Beyond the publication in relevant professional journals, the findings will also be used to provide practical guidance to organizations that may help them in designing and implementing effective policies that lead to the retention of women engineers. The findings may also be used to help develop interventions that may help to increase the retention of women in engineering careers. Finally, the broader impact will include preparing graduate students as future professionals with an expertise in social cognitive career theory and in examining careers of women engineers.

Intellectual Merit: The University of Wisconsin-Milwaukee proposes two studies to examine attrition and persistence in engineering careers. Study 1 extends Fouad and Singh's previous work on women engineering alumnae from 30 universities to male engineering alumni from the same universities, using a web-based survey, allowing comparison of attrition decisions between male and female engineers with the same educational preparation. The survey will use a modified Social Cognitive Career Theory (SCCT) model to assess three domains of self-efficacy, three domains of outcome expectations, interests, workplace supports and barriers, job attitudes (satisfaction and commitment), cognitive and psychological withdrawal, and intentions of leaving the career or profession. Study 2 will focus on only those men and women engineers who are currently working in engineering to identify factors that influence their decisions to stay in engineering, and differences in how men and women become embedded in their careers. Job Embeddedness (JE) theory will be incorporated into the modified SCCT model as a moderator of intentions to leave. Study 2 will also use a web-based survey with members of professional engineering societies to examine self efficacy, workplace supports and barriers, job attitudes (satisfaction and commitment), job embeddedness, work engagement, cognitive and psychological withdrawal, and intentions of leaving the career or profession.

Broader Impacts: The results will offer important new insights into the distinctive and specific needs of both men and women engineers that can help organizations in designing effective career development and other work-life programs that will aid their retention efforts. Specific recommendations will be developed that will help engineers feel more connected to their profession as engineers and to their organization, thereby aiding their retention in the profession. In addition, such interventions could enhance multiple types of efficacy, job and career satisfaction, and minimize withdrawal cognitions, thereby potentially altering the trajectory of departure choices. The findings may also be used to identify strategic decision points and career stages at which interventions need to be tailored and specifically targeted to increase retention in engineering careers. The findings will also have practical guidance to educational institutions to help them better prepare students for engineering careers.