Thank you for viewing our video. 

This qualitative study explores cultural messaging that influences choice in engineering majors.  We are developing a new framework by combining the existing Cultural Dimensions Theory and Expectancy-Value Theory.  We are very interested in your feedback on all aspects of our project, but especially for the following:

1. Did this video make you more interested to learn more about our project?
2. Can you share an example of cultural messaging that may influence decision making with regards to either major or career choice?
3. We would appreciate comments on our theoretical framework.

Hi Rani-

As a 1980 mechanical engineering graduate who left the field and became a high school math teacher, this is very interesting research and the video encouraged me to briefly research other countries percentage of female engineers and my conclusion is: What is Morocco doing so differently from most every other country?  The US is about in the middle of the pack for Australia, Canada, Chile, Switzerland, Korea, Japan, France - all between 14 and 26% female engineering graduates.

Have you found other countries with such a high percentage of graduating female engineers?  Do you know if the female engineers remain in Morocco?

Cultural messaging I received (which I hope has changed) was the comment "You don't look like an engineer"  making it clear that engineers were not young women.  

I wanted to get this quick comment and question off to you but I'm off to do more investigation on this fascinating topic!  

Hello Laura,

Researchers in our group are multi-cultural - comparing notes on this issue was the genesis of our project.  From our lit survey, we found that the gender gap in engineering degrees is evident in many European countries (Austria, Finland, Ireland, Germany, etc.).  We found that about 70% of Iran's science and engineering students are women; percentage of women obtaining first degrees in engineering in Malaysia is about 41% and in India is about 27%.  Thus, we began our investigation.

We have not looked into post-graduation data - future work.

Great example of cultural messaging.  

Thank you for your comments.  

Rani

I love that you included tinkering in your analysis here. What an essential piece in child development and upbringing, and speaks volumes to one's background and experiences growing into adulthood. Looking forward to hearing more about this project!

Dear Rani, Jean and Soundouss,

It is very exciting to hear about your project! My father is an engineer and strongly encouraged my aptitude in physics, mathematics and engineering. I have also received messages about not looking like an engineer. Your work resonates personally and professionally.

Your project appears to be aimed at graduate students. Would you anticipate the messages K-12 girls and undergraduate women receive to be different from your observations? In addition, in a US context, are there differences in the messages women receive based on other factors e.g. socioeconomic status, race/ethnicity, etc?

This is a very interesting topic. It has always seemed to me that girls and women in the US get a particularly strong message about females not being good at math. There are a couple of other research strands that seem related to culture to me: (1) the work showing that countries that think of math with a growth mindset vs fixed mindset avoid this trap, and (2) the research showing a strong relationship between countries where implicit association tests don't show a strong math/gender relationship and test scores in mathematics. I enjoyed your video and hearing about your research.

 Hello Marcia,

You make some very good points.  We are taking notes.

Thank you.

Very interesting.  I like the comparison study.  One question that surfaces for relates to the impacts of teachers and school structures on students.  When you mention math skills are the skills in math valued?  Do we see differences in the number of females in advanced math courses or receiving support from the teachers?  This might also apply to STEM related programs.   From a structural side in the US we tend to track students which can deny access to rich mathematical understanding and a negative self-image of one’s ability to do math at middle school or earlier and is prevalent in high schools.  Is the system different in Morocco and how does that impact women?  You really have me thinking.  Nice work.

Hello David,

Often, the connection between math skills and their regular use in everyday life is not made effectively.  This connection is necessary to convey their value. 

You pose good questions and we will consider these ideas as we progress in our  research.

Thank you for posting.

Rani

This research about women and the influence of their families is fascinating. Thank you for addressing it. Without family role models and encouragement, women in STEM fields will not increase. As a researcher/ co-presenter for IC4, we see a great number of girls pursuing STEM from the US and Africa. We need more research and strategies for changing the cultural mindset about women scientists. Thank you!

Thank you for your comment. 

We are hopeful that our research will yield greater insight with regards to cultural influences that can be used to increase people, particularly women, entering STEM careers.

 Exciting idea. Taking an asset based approach to explore an important issue in the US. Thank you!  

This is fascinating research that is very near and dear to my heart! Cultural influence is such an important factor and as a former middle and high school science teacher I have had many students comment that they can't enter the STEM work force because they "don't look like me." Things have improved over the years, but there is still an undercurrent of belief that STEM fields are male dominated here in the US. I can't wait to hear more about your framework and will keep an eye out for future updates!

Thank you for your comments.