2025 ASEE Annual Conference & Exposition

Self-Selection Bias of P-12 Engineering & Computing Activities for Female Pre-College Pupils (Fundamental Research, Diversity)

Presented at Pre-College Engineering Education Division (PCEE) Technical Session 20

Despite targeted interventions, female enrollment in engineering and computer science programs at German universities remains low. To address this disparity, P-12 engineering and computing activities, grounded in Bandura’s self-efficacy framework, have been implemented at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany to empower female pre-college pupils through mastery experiences, vicarious learning, and stereotype reduction. However, longitudinal evaluations of these programs revealed minimal improvements in self-efficacy and STEM-related gender stereotypes, as participants already exhibited high baseline values in these domains prior to engagement. This study investigates whether a self-selection bias exists among participants, hypothesizing that female pupils who voluntarily enroll in such activities differ systematically from the broader population in factors influencing STEM career choices. A comparative analysis was conducted between n = 38 P-12 participants (aged 10–13) and n = 19 demographically age-matched independent female pupils from a local school. Surveys assessed engineering & computing self-efficacy, STEM-related gender stereotypes, general technology interest, school self-efficacy, personal importance of school subjects, and role-model access. Results revealed significant medium-effect differences: P-12 participants demonstrated higher engineering self-efficacy (d = 0.68), weaker gender stereotypes favoring boys in technology (d = 0.66), and greater interest in technology (d = 0.73) compared to the school sample. Additionally, P-12 participants rated their academic competence in and personal importance of school subjects higher, despite similar role-model exposure. These findings confirm a self-selection bias, suggesting that existing recruitment strategies attract pupils already predisposed to STEM. This limits the generalizability of program outcomes and underscores the need for revised outreach to engage underrepresented groups. Practical implications include redesigning recruitment to target pupils with lower self-efficacy and stronger stereotypes.

Authors

Michael M. Malschützky http://orcid.org/0000-0001-5328-1529 Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany [biography]

Michael M. Malschützky is a Research Associate at the Centre for Teaching Development and Innovation (ZIEL) as well as Affiliate Faculty at the Department of Management Sciences at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences (H-BRS), Germany. He received his Diplom-Ingenieur (FH) in Mechanical Engineering from H-BRS in 2005. After working as Test & Validation Engineer (TIER-1) and Program Management Engineer (OEM) in the automotive industry, he returned to academia in 2013, receiving his BSc (2017) and MSc (2023) in Business Psychology from H-BRS.
Gesche Neusel Bonn-Rhein-Sieg University of Applied Sciences [biography]

Gesche Neusel studied Organismic Biology, Evolutionary Biology, and Palaeobiology (OEP-Biology) at the University of Bonn, specializing in Behavioral Biology. She now works at the Gender Equality Office of Hochschule Bonn-Rhein-Sieg, where she is dedicated to promoting and supporting girls in the fields of technology and computer science.
Steven McAlpine University of Maryland Baltimore County [biography]

Steven McAlpine is an assistant teaching professor in the Entrepreneurship, Engineering, and Individualized Study programs at UMBC. He has been teaching role playing game design and leading campus wide RPG events for the past ten years. He also leads the multidisciplinary sustainable design course entitled INDS 430: The Kinetic Sculpture Project, which won the grand prize in the 2015 Baltimore Kinetic Sculpture race.
Dr. Jamie R Gurganus University of Maryland Baltimore County [biography]

Dr. Jamie Gurganus is a Teaching Assistant Professor in the Engineering and Computing Education Program and the Associate Director of STEMed Research in the College of Engineering and Informational Technology. She also directs the Center for the Integration of Research, Teaching and Learning (CIRTL) in the graduate school. Her research is dedicated to addressing the complex challenges of educating and developing engineers, teachers, and communities at every level—from P–12 to post-graduate studies. Her work spans engineering identity and mindsets, global and entrepreneurial competencies, failure culture, first-year experiences in engineering, capstone design thinking, and the integration of service and authentic learning into the classroom and developing future faculty. In addition, she is committed to implementing innovative instructional methodologies and optimizing design through both traditional and non-traditional manufacturing techniques.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

« View session

For those interested in:

Faculty
gender
LGBTQIA+
Pre-College
Socio-Economic Status