• Journal of Engineering Education Research
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• v.13 no.1
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• pp.38-51
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• 2010

This article is a theoretical and empirical study of engineering and gender, and also explores the policy development of WIE program. WIE in Korea aims to foster talented women engineers through the introduction of gender-sensitive engineering education system, field-adaptive skill improvements of women students, and industry-university collaborations. This study examines gender perspectives to analyze our WIE program. It is important to recognize that it's not enough to acquire institutional and structural equity in developing women in engineering. Above all, we should note our situations that has frustrated women's career development in engineering. In university education, we need to improve the engineering faculty's recognition of gender equity. Efforts to establish the professional identity of women engineers, involvement of men and women students, and building of women engineers' network are necessary elements to implement successful WIE program. Additionally, we discuss that policy support to WIE program should be continued and enlarged in university level.

• Journal of Engineering Education Research
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• v.10 no.3
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• pp.21-37
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• 2007

The purpose of this study is to exploring the direction of woman engineering education by the analysis of learner's recognition. In order to investigate the direction of woman engineering education, the literature reviews were explored in the context of the human resource developmentand in the viewpoint of instructional technology. The survey results such as the learner's experience recognition of engineering education were analyzed and they were discussed by experts in the field of education, instructional technology, and engineering. From the analysis result of 399 students(man:206, woman:193) in P university, there were significant differences with man and woman to the factors of (a) understanding, (b) satisfaction, (c) motivation, (d) learning ability, (e) parents' expectation, (f) pleasure in the study, and (g) expectation grade. This study was suggesting the recommendations of woman engineering education in the viewpoints of cognition, emotion, motivation, environment and instructional strategy. The research results will show the cues of human resource development for women in the field of engineering education.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.79-95
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• 2009

Women engineering education programs in the United States, Europe and Australia were analyzed. From 1970s, these countries focused on the low representation of women in engineering, and carried out extensive research and programs. Numerous studies identified the causes of low representation as low interests in mathematics and science during K-12 years, classroom environments which treat women differently (often referred as chilly climate), and the masculine culture in engineering. Comprehensive approaches were taken in the development of the programs: the programs utilized the schools and universities as well as various local institutes, and the programs were designed not only for female students from elementary to graduate levels, but also for parents, teachers, professors, and school administrators. In order to adopt these programs in Korea, the problems that Korean female engineering students are facing in the education environment must be investigated first. Then, unified efforts to change the educational system, environments and culture are needed by all in engineering fields, along with nation-wide policies and funding.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.79-89
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• 2008

The purpose of this study is to research the women engineers' recognition with a triangulation method and make suggestions on desirable education in engineering. The research period is for about 4 months from December 15, 2007 to April 4, 2008. The objects of the research are two groups of female engineers at D college located in the metropolitan area - the first group had 187 women engineering majors, 3 women graduate students and 2 women professors in engineering department, and the second group had 5 women engineering majors who once stayed out of school temporarily, 4 women engineering graduates, and 5 graduates who are currently working. The second group is intently selected in order to look into the detailed factors that affect the recognition of women engineers. The methods of the research varied and included were surveys on the web, personal interviews, focus meetings, surveys by e-mail and telephone, etc. The results of the study show what the women engineers want in engineering education includes to have role models of women engineers who can cast a vision to them, get a leadership training especially for when they lead a group that has both man and woman members. It was also found that experincing a cooperative learning through diverse projects is essential to build basic character training and competency, and practical education is required for the major or becoming a full time worker.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.31-40
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• 2009

In this paper, we consider the characteristics of information technology sectors women. By surveying IT women worker, we attempted to define the attributes of them and examine the problems and what they are needed to IT education following the changes in the highly competitive information technology industry. Especially, we used data mining tools says association analysis to analyze for the Women Information Scientist Association of Korea(WINSA) provides IT worker women with education packages and what is the general culture course from the point of IT employment view. The data was analyzed by SAS enterprise tools.

• Journal of Engineering Education Research
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• v.17 no.3
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• pp.69-76
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• 2014

This paper examines the life and achievements of Lillian E. Gilbreth(l878-1972) called 'the first lady of American engineering' as an attempt to excavate women engineers in history. Lillian changed her majors from English literature to psychology of management through her marriage, and tried to integrate psychology of management and scientific management by coworking with her husband. After that, Lillian contributed to extend scientific management to the domain of domestic labor, institutionalize industrial engineering in American universities and enhance the status of woman in engineering societies by her own independent research and education. The success factors of Lillian Gilbreth as a woman engineer includes the development of professional career by conquest of various social discrimination, the positive understanding and assistance by neighborhood males, the selection of an emerging field like industrial engineering, and so on. This study can provide not only a case of role model for women engineers but also practical reference materials for gender-sensitive engineering education.

• Ingenium
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• v.16 no.4
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• pp.18-20
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• 2009

• The Science & Technology
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• v.29 no.1 s.320
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• pp.10-11
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• 1996

이제 우리나라도 과학기술현장에서 여성인력을 적극 활용해야 한다. 여성인력의 과학기술분야 진출을 위해서는 먼저 여성교육의 하부구조가 개편되어야 하며 수준높은 여성공학인력을 양성할 수 있는 방안도 모색되어야 한다. 또한 수요측면에서도 기존의 여성에 대한 차별관행이 불식돼야 하며 사회적 지원조치들이 뒷받침돼야 할 것이다.

• Ingenium
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• v.8 no.3
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• pp.55-57
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• 2001

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.409-417
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• 2023

The objective of this paper is to analyze the disparities in perceptions regarding gender-related matters among students at K University, determined by their gender, and to propose solutions within the university education system. The results of the study are as follows. First, many men believe that there is no structural discrimination against women and that men are discriminated against, whereas women show the opposite. Second, men and women show statistically significant differences in perception of women's level of effort, reasons for low income, and work ability after employment. Third, men show unfavorable attitudes towards feminism compared to women. Fourth, the reasons men show hostile attitudes toward the female quota system and feminism include the influence of the traditional gender role model imposed on men and the difference in men's and women's views on structural inequality. To reduce the perception gap between men and women, it is necessary to reconsider hegemonic masculinity, apply issue-centered education using accurate information, publicize issues by preparing a mistake-friendly space, and respond to the perception gap at the university level from the perspective of citizenship education.