Self-efficacy in female and male undergraduate engineering students: Comparisons among four institutions

Researchers from four universities with strong engineering colleges collaborated on a project that seeks to isolate those factors and experiences that contribute most to the development of positive self-efficacy beliefs and, ultimately, to the increased retention of women in undergraduate engineering majors. A survey was developed to administer to students at each institution during their sophomore, junior, and senior years. Two of the engineering colleges require participation in cooperative education programs for fulfillment of the program of study and two do not. We suggest that a work experience could result in an increase in work self-efficacy that would bolster academic and career self-efficacy. Data analyses show similarities and differences between and among female and male students at these institutions with regard to their current self-efficacy levels (academic, work, and career), amount of support provided for female students, and how likely females are to take advantage of services provided.