2025 ASEE Annual Conference & Exposition

The underrepresentation of women in computer engineering (CE) is not just a disparity but a symptom of deeper systemic issues that the field has struggled to address for decades. Despite numerous initiatives, the factors discouraging women from entering and persisting in this domain—such as cultural biases, gender stereotypes, and a lack of relevant role models—remain deeply entrenched. These barriers hinder innovation and reduce the diversity of thought needed to tackle today’s complex technological challenges. While efforts such as mentorship programs and diversity campaigns have been introduced, progress remains frustratingly slow. To create lasting change, it is clear that we need to develop a deeper understanding of the experiences and support systems that enable women to thrive in CE.

This study sought to address the ongoing gender gap in CE by examining the essence of the lived experiences of four women during their first year in a CE program, with a focus on the sources of their self-efficacy. Self-efficacy is an essential construct in understanding women’s success in CE, as it directly affects their motivation, resilience, and performance. Drawing from Bandura’s theory (2006), self-efficacy is shaped by four main sources: a) mastery experiences that build confidence through achievements, b) vicarious experiences that strengthen confidence by observing others' success, c) social persuasion, such as encouragement from mentors or peers, and d) physiological and emotional states, which influence how individuals interpret their emotions in challenging situations. Conducted at a large R1 public institution in the southeastern U.S., this study examined women enrolled in an equity-centered introductory embedded systems course. Using transcendental phenomenology and identity mapping techniques, it explored their experiences through in-depth interviews conducted at two critical points: the end of their first semester, when they had recently completed the course, and again three months later. This longitudinal approach allowed for a deeper exploration of how their self-efficacy evolved over time, revealing key insights into the factors that influenced their persistence in CE.

The course was designed as a project-based learning experience, empowering students to build self-efficacy by engaging in hands-on work with embedded systems to solve real-world challenges. The findings reveal a nuanced relationship between various factors that both supported and challenged the women’s confidence. Overcoming technical challenges and excelling in their projects provided essential mastery experiences that built resilience. However, while observing women role models offered vicarious learning benefits, societal biases frequently undermined this positive impact. Social persuasion, particularly from supportive mentors and peers, was crucial in fostering a belief in their capabilities, though interactions with men peers sometimes eroded this confidence. Physiological and emotional states, including stress and anxiety, added another layer of difficulty, yet moments of recognition emerged as the women began to see their unique contributions within a men-dominated space. This study underscores the urgent need for more inclusive environments and strategies that nurture women's self-efficacy, emphasizing the importance of systems that counteract negative influences. These insights are key to empowering women in CE to persist, innovate, and lead in a field that needs their contributions.