{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:840"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:840","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Maintaining undergraduate females' interest in an engineering program","abstract":"Oviedo, Pamela It is well-documented that for females to graduate with science, technology, engineering, and math (STEM) related degrees, these women must have strong academic self-efficacy. Unfortunately, enrollment data from local and national data indicate fewer female college students than males interested in STEM disciplines. Three possible strategies for enhancing academic self-efficacy are creating living-learning programs, participating in peer mentoring programs, and receiving faculty support. This collective case study will qualitatively explore the experiences of five junior undergraduate females enrolled in an engineering discipline at a selected university to understand better how supporting academic self-efficacy through living-learning programs, peer mentoring, and faculty support may have helped their persistence as engineering majors. The social cognitive career theory of Lent, Brown, Hackett and Bandura's social cognitive theory provide the theoretical framework for this study. The research questions will focus on the females' perceptions of academic self-efficacy, the effectiveness of living-learning programs and peer mentoring, and the support of faculty members as it relates to female STEM persistence. The data analysis plan includes a strategy for preparing, organizing, interpreting data, categorizing coded data, and extracting themes. Key findings will provide a basis for the eventual deliverable of this study. The study supports social change by allowing stakeholders, administrators, and educators to understand what needs to be implemented in the K-12 system to support undergraduate female engineering majors' interest and persistence in underrepresented STEM careers as they enter higher education.","abstract_html":"Oviedo, Pamela It is well-documented that for females to graduate with science, technology, engineering, and math (STEM) related degrees, these women must have strong academic self-efficacy. Unfortunately, enrollment data from local and national data indicate fewer female college students than males interested in STEM disciplines. Three possible strategies for enhancing academic self-efficacy are creating living-learning programs, participating in peer mentoring programs, and receiving faculty support. This collective case study will qualitatively explore the experiences of five junior undergraduate females enrolled in an engineering discipline at a selected university to understand better how supporting academic self-efficacy through living-learning programs, peer mentoring, and faculty support may have helped their persistence as engineering majors. The social cognitive career theory of Lent, Brown, Hackett and Bandura's social cognitive theory provide the theoretical framework for this study. The research questions will focus on the females' perceptions of academic self-efficacy, the effectiveness of living-learning programs and peer mentoring, and the support of faculty members as it relates to female STEM persistence. The data analysis plan includes a strategy for preparing, organizing, interpreting data, categorizing coded data, and extracting themes. Key findings will provide a basis for the eventual deliverable of this study. The study supports social change by allowing stakeholders, administrators, and educators to understand what needs to be implemented in the K-12 system to support undergraduate female engineering majors' interest and persistence in underrepresented STEM careers as they enter higher education.","abstract_has_math":false,"creators":["Oviedo, Pamela"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T18:44:40Z","subjects":["Women in engineering","Engineering--Study and teaching (Higher)"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/840","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Oviedo, Pamela"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Women in engineering","Engineering--Study and teaching (Higher)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/840"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Oviedo, Pamela It is well-documented that for females to graduate with science, technology, engineering, and math (STEM) related degrees, these women must have strong academic self-efficacy. Unfortunately, enrollment data from local and national data indicate fewer female college students than males interested in STEM disciplines. Three possible strategies for enhancing academic self-efficacy are creating living-learning programs, participating in peer mentoring programs, and receiving faculty support. This collective case study will qualitatively explore the experiences of five junior undergraduate females enrolled in an engineering discipline at a selected university to understand better how supporting academic self-efficacy through living-learning programs, peer mentoring, and faculty support may have helped their persistence as engineering majors. The social cognitive career theory of Lent, Brown, Hackett and Bandura's social cognitive theory provide the theoretical framework for this study. The research questions will focus on the females' perceptions of academic self-efficacy, the effectiveness of living-learning programs and peer mentoring, and the support of faculty members as it relates to female STEM persistence. The data analysis plan includes a strategy for preparing, organizing, interpreting data, categorizing coded data, and extracting themes. Key findings will provide a basis for the eventual deliverable of this study. The study supports social change by allowing stakeholders, administrators, and educators to understand what needs to be implemented in the K-12 system to support undergraduate female engineering majors' interest and persistence in underrepresented STEM careers as they enter higher education."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Maintaining undergraduate females' interest in an engineering program"]}]}],"canonical_facts":{"dc:creator":["Oviedo, Pamela"],"dc:date":["2023"],"dc:description":["Oviedo, Pamela It is well-documented that for females to graduate with science, technology, engineering, and math (STEM) related degrees, these women must have strong academic self-efficacy. Unfortunately, enrollment data from local and national data indicate fewer female college students than males interested in STEM disciplines. Three possible strategies for enhancing academic self-efficacy are creating living-learning programs, participating in peer mentoring programs, and receiving faculty support. This collective case study will qualitatively explore the experiences of five junior undergraduate females enrolled in an engineering discipline at a selected university to understand better how supporting academic self-efficacy through living-learning programs, peer mentoring, and faculty support may have helped their persistence as engineering majors. The social cognitive career theory of Lent, Brown, Hackett and Bandura's social cognitive theory provide the theoretical framework for this study. The research questions will focus on the females' perceptions of academic self-efficacy, the effectiveness of living-learning programs and peer mentoring, and the support of faculty members as it relates to female STEM persistence. The data analysis plan includes a strategy for preparing, organizing, interpreting data, categorizing coded data, and extracting themes. Key findings will provide a basis for the eventual deliverable of this study. The study supports social change by allowing stakeholders, administrators, and educators to understand what needs to be implemented in the K-12 system to support undergraduate female engineering majors' interest and persistence in underrepresented STEM careers as they enter higher education."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/840"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Women in engineering","Engineering--Study and teaching (Higher)"],"dc:title":["Maintaining undergraduate females' interest in an engineering program"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:40Z"}