Jane Zimmer DanielsThe Henry Luce Foundation

Nicole M. Di FabioAmerican Chemical Society & George Washington University

Sabina BajrovicHunter College

Why Women and Men Join SWE

A theoretical context (Nicole DiFabio) In the beginning – archival information SWE membership in a historical context Why men join and participate in SWE Why students and professionals join SWE

today (Sabina Bajrovic)

A Theoretical ContextSWE’s Importance as a Professional Network

Julia Stamm assessed the role of networking in science careers, for both men and women: “people with strong networks are able to learn from others with different knowledge or experience, get more things done more effectively, and are able to use their network as they wish to move on in their careers” She also found that traditional professional organizations served men better than they served women.

Source: Stamm, J. and Garoia V. (2010). "Women in Science - Why Networking Matters." European Review

A Theoretical ContextSWE’s Importance as a Social Network

Florence Passy and Marco Giugni (2001) believe that social networks spur activism, Both women and men in SWE are able to define themselves as a unified group hoping to transform engineering into a discipline that engages and advances women and men equally.

Source: Passy, F. and Giugni, M. (2001). "Social Networks and Individual Perceptions: Explaining Differential Participation in Social Movements." Sociological Forum.

A Theoretical ContextSWE’s Importance in Mentoring

Zellers, Howard, and Barcic (2008) explain that mentoring has a wide variety of connotations – being a role model, sharing information, guiding (even smoothing) the way.While there are clear benefits for mentees, mentors also benefit from this developmental relationship in multiple ways – feelings of contribution and personal satisfaction; increased interest and commitment to their own work; exposure to fresh ideas and new perspectives.

Source: Zellers, D. et. al. (2008) "Faculty Mentoring Programs: Revisioning Rather than Reinventing the Wheel." Review of Educational Research.

In the Beginning

Organizational meeting at Green Engineering Camp in Ridgefield, NJ, May 28, 1950 – issues to be discussed Establish a code of ethics Foster congenial relationships between women

engineers and industry Help undergraduates find their place in industry Foster laws favorable to women in engineering

Source for next 12 slides: Society of Women Engineers National Records Collection, Walter P. Reuther Library Archives of Labor and Urban Affairs, Wayne State University.

Certificate of Incorporation - 1950

“That the particular objects for which said Corporation is formed are as follows: to make the public aware of the availability of women engineers; to foster congenial relationships between women engineers and industry; to help women engineers find their place in industry; to encourage all women who show an aptitude for, and a desire to study, engineering; to encourage membership in Engineering Societies and adherence to their codes of ethics; to encourage in every manner professional advancement among its members; to make available to women engineers such information as is not otherwise readily obtainable so that their full capabilities may be used for the advancement of engineering and science.”

SWE’s Written Objectives1960s thru 1980s

To inform young women, their parents, counselors and the general public of the qualifications and achievements of women engineers and of the opportunities open to them

To assist women engineers in readying themselves for a return to active work after temporary retirement

To serve as a center of information on women in engineering

To encourage women engineers to attain high levels of education and professional achievement

SWE’s Membership in an Historical Context

B.S. Engineering Degrees to Females

And SWE Student Membership 1971-2007

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2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

1970 1980 1990 2000 2007

Year

Engi

neer

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ees

Gra

nted

The passage of the Women’s Educational Equity Act (WEEA) in 1965 had a direct impact on enrollment and graduation. Implementation of this act funded several programs that focused on the recruitment, retention and re-entry of girls and women into engineering education. Administrators of these programs were often Faculty Advisors or Counselors of the student sections of SWE

SWE’s Membership in an Historical Context

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2,000

4,000

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8,000

10,000

12,000

14,000

1950 1960 1970 1980 1990* 2000* 2010*

SWE

Mem

bers

Year

Students

Professionals

SWE Membership 1950 to 2010 Students and Professionals

It’s interesting to note that during the first thirty years of SWE’s existence, the number of professional members was more than twice the number of student members. By the 1980s this situation reversed and there were more than twice as many student members as professional members. In recent years, both categories of membership continue to grow.

Why Women Outside the U.S. Join SWEThe first woman to join SWE who was not a U.S. Citizen was Jacqueline Feyler Juillard, She received her Master of Science in Chemical Engineering from the Ecole Polytechnique Federale de Lausanne, Switzerland in 1947. In 1955 she became a science writer and joined SWE because the organization’s objectives were closely aligned with her own interests:To advance the public awareness of engineering as a profession for womenTo provide career guidance for young women in Geneva To urge professional societies in Sweden to investigate programs which would advance the careers for women.

Juillard attended the first ICWES meeting and several more

Why Men & Women Join SWE Today: The Survey

Survey availability was announced to all SWE Sections via e-mail and was made available in paper format or on-line

Two parts – “Why I joined SWE originally” and “Why I remain a member of SWE today”

Respondents could select from nine reasons (one of them being open-ended) and could select more than one reason

250 responses were received including seven men and six women who are international members

49% of those who responded were students (73% of all respondents originally joined SWE as students)

Why Men & Women Join SWE Today: The Survey

Survey availability was announced to all SWE Sections via e-mail and was made available in paper format or on-line

Respondents could select from nine reasons:[ ] To be in an organization of like-minded women[ ] To be in an organization where my voice can be heard[ ] To reach out to younger women about engineering[ ] To have greater opportunities for leadership[ ] To support female engineers[ ] To support female engineering students[ ] As a source of support for myself[ ] To advance my education/career[ ] Other reasons (allowed open-ended responses)

The Survey: Most Frequent Responses

From those who originally joined SWE as students “to be in an organization with like-minded women”

(72%) “as a source of encouragement for myself” (58%)

From those who originally joined SWE as professionals “to support female engineers” (61%) “to support female engineering students” (55%)

The least common response for both students and professionals: “to be in an organization where my voice could be heard.” (<12%) None of the international members chose this response

Why Women & Men Join SWE

“When you join SWE you’re joining more than an organization—you’re joining a movement toward equality and opportunity for women in engineering. Our mission is focused but our impact is vast. We provide the resources you need whether you are beginning, resuming, or building your career. We also encourage creative and intelligent girls at an early age to explore the field of engineering. Through such career development and awareness, we are making significant strides—together.”

Source: the SWE website: http/www.SWE.org