American Society for Engineering Education. (2017). Profiles of Engineering & Engineering Technology Colleges. https://www.asee.org/papers-and-publications/publications/college-profiles. Accessed 3 Nov 2020
Bandura, A. (1997). Self-efficacy: The Exercise of Control. Macmillan.
Betz, N. E., & Hackett, G. (1986). Applications of self-efficacy theory to understanding career choice behavior. Journal of social and clinical psychology, 4(3), 279–289.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries, 36(3), 235–273.
Blickenstaff, J. C. (2005). Women and science careers: leaky pipeline or gender filter? Gender and education, 17(4), 369–386.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40.
Borrego, M., Patrick, A. D., Martins, L., & Kendall, M. (2018). A new scale for measuring engineering identity in undergraduates American Society for Engineering Education Gulf-Southwest Section Annual Meeting. Austin: TX.
Brainard, S. G., & Carlin, L. (1998). A six-year longitudinal study of undergraduate women in engineering and science. Journal of Engineering Education, 87(4), 369–375.
Buontempo, J., Riegle-Crumb, C., Patrick, A. D., & Peng, M. (2017). Examining Gender Differences in Engineering Identity among High School Engineering Students. Journal of Women and Minorities in Science and Engineering, 23(3), 271–287.
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/https://doi.org/10.1002/tea.20237
Cass, C. A. P., Hazari, Z., Cribbs, J., Sadler, P. M., & Sonnert, G. (2011). Examining the impact of mathematics identity on the choice of engineering careers for male and female students Frontiers in Education Conference Rapid City, SD. <Go to ISI>://WOS:000300879800186
Chachra, D., Kilgore, D., Loshbaugh, H., McCain, J., & Chen, H. (2008). Being and becoming: gender and identity formation of engineering students. Pittsburgh, PA: Research Brief. American Society for Engineering Education Annual Conference.
Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological Bulletin, 143(1), 1–35.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Academic Press.
Concannon, J. P., & Barrow, L. H. (2009). A cross-sectional study of engineering students’ self-efficacy by gender, ethnicity, year, and transfer status. Journal of Science Education and Technology, 18(2), 163–172.
Cramer, A. O., van Ravenzwaaij, D., Matzke, D., Steingroever, H., Wetzels, R., Grasman, R. P., … Wagenmakers, E.-J. (2016). Hidden multiplicity in exploratory multiway ANOVA: Prevalence and remedies. Psychonomic bulletin & review, 23(2), 640–647.
Cribbs, J., Cass, C. A. P., Hazari, Z., Sadler, P. M., & Sonnert, G. (2016). Mathematics identity and student persistence in engineering. International Journal of Engineering Education, 32 (1(A)), 163-171.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. Handbook of competence and motivation, 105-121.
Eccles, J. S. (2007). Where are all the women? gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), Why aren't more women in science?: Top researchers debate the evidence (pp. 199-210). Washington, D.C: American Psychological Association.
Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents' socialization of gender differences. Journal of social issues, 46(2), 183–201.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109–132.
Faulkner, W. (2007). Nuts and Bolts and People' Gender-Troubled Engineering Identities. Social studies of science, 37(3), 331–356.
Faulkner, W. (2009). Doing gender in engineering workplace cultures. I. Observations from the field. Engineering Studies, 1(1), 3–18.
Fletcher, H. J., Daw, H., & Young, J. (1989). Controlling multiple F test errors with an overall F test. The Journal of applied behavioral science, 25(1), 101–108.
Godwin, A. (2016). The development of a measure of engineering identity. American Society for Engineering Education Annual Conference, New Orleans, LA.
Godwin, A., & Kirn, A. (2020). Identity-based motivation: connections between first-year students' engineering role identities and future-time perspectives. Journal of Engineering Education.
Godwin, A., & Lee, W. (2017). A cross-sectional study of engineering identity during undergraduate education. American Society for Engineering Education Annual Conference, Columbus, OH.
Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2013). Understanding engineering identity through structural equation modeling. Oklahoma City, OK: Frontiers in Education Conference.
Hatmaker, D. M. (2013). Engineering identity: gender and professional identity negotiation among women engineers. Gender, Work & Organization, 20(4), 382–396.
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: a gender study. Journal of Research in Science Teaching, 47(8), 978–1003.
Hill, C., Corbett, C., & St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. American Association of University Women.
Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. European journal of psychology of education, 28(1), 1–35.
Jones, B. D., Paretti, M. C., Hein, S. F., & Knott, T. W. (2010). An analysis of motivation constructs with first-year engineering students: relationships among expectancies, values, achievement, and career plans. Journal of Engineering Education, 99(4), 319–336.
Kyriakidou, O. (2011). Negotiating gendered identities through the process of identity construction: Women managers in engineering. Equality, Diversity and Inclusion: An International Journal, 31(1), 27–42.
Lazarides, R., & Lauermann, F. (2019). Gendered paths into STEM-related and language-related careers: girls’ and boys’ motivational beliefs and career plans in math and language arts. Frontiers in Psychology, 10, 1243.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of counseling psychology, 31(3), 356–362.
Lent, R. W., Sheu, H.-B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social–cognitive choice model by gender and race/ethnicity. Journal of counseling psychology, 65(1), 17.
Mamaril, N. J., & Royal, K. D. (2008). Women and minorities in engineering: a review of the literature Midwestern Educational Research Association, Columbus, OH.
Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2009). Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 98(1), 27–38.
Matusovich, H. M., Streveler, R. A., & Miller, R. L. (2010). Why do students choose engineering? A qualitative, longitudinal investigation of students' motivational values. Journal of Engineering Education, 99(4), 289–303.
McIlwee, J. S., & Robinson, J. G. (1992). Women in engineering: Gender, power, and workplace culture. SUNY Press.
Meyers, K. L., Ohland, M. W., Pawley, A. L., Sillman, S. E., & Smith, K. A. (2012). Factors relating to engineering identity. Global Journal of Engineering Education, 14(1), 119–131.
Morelock, J. R. (2017). A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement. European Journal of Engineering Education, 42(6), 1240–1262.
National Research Council. (2012). Discipline-based educational research: Understanding and improving learning in undergraduate science and engineering. N. A. Press.
National Science Foundation, & National Center for Science and Engineering Statistics. (2019). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019 (Special Report NSF 19-304. , Issue. https://www.nsf.gov/statistics/wmpd.
Patrick, A. D., & Borrego, M. (2016). A review of the literature relevant to engineering identity American Society for Engineering Education Annual Conference, New Orleans, LA.
Patrick, A. D., Borrego, M., & Prybutok, A. (2018). Predicting persistence in engineering through an engineering identity scale. International Journal of Engineering Education, 34(2(A)), 351–363.
Patrick, A. D., Choe, N. H., Martins, L. L., Borrego, M., Kendall, M. R., & Seepersad, C. C. (2017). A Measure of Affect toward Key Elements of Engineering Professional Practice American Society for Engineering Education Annual Conference, New Orleans, LA.
Patrick, A. D., Riegle-Crumb, C., & Borrego, M. (2021). Examining the gender gap in engineering professional identification. Journal of Women and Minorities in Science and Engineering, 27(1).
Patrick, A. D., Seepersad, C. C., & Borrego, M. (2018). A combined model for predicting engineering identity in undergraduate students American Society for Engineering Education Annual Conference. UT: Salt Lake City.
Powell, A., Bagilhole, B., & Dainty, A. (2009). How women engineers do and undo gender: consequences for gender equality. Gender, Work & Organization, 16(4), 411-428. https://doi.org/https://doi.org/10.1111/j.1468-0432.2008.00406.x
Prybutok, A., Patrick, A. D., Borrego, M., Seepersad, C. C., & Kirisits, M. J. (2016). Cross-sectional survey study of undergraduate engineering identity. American Society for Engineering Education Annual Conference, New Orleans, LA.
Riegle-Crumb, C., King, B., Grodsky, E., & Muller, C. (2012). The More Things Change, the More They Stay the Same? Examining Gender Equality in Prior Achievement and Entry into STEM College Majors over Time. American Educational Research Journal, 49(6), 1048-1073. https://doi.org/https://doi.org/10.3102/0002831211435229
Riegle-Crumb, C., Moore, C., & Ramos-Wada, A. (2011). Who wants to have a career in science or math? Exploring adolescents' future aspirations by gender and race/ethnicity. Science Education, 95(3), 458–476.
Robinson, K. A., Lee, Y.-k., Bovee, E. A., Perez, T., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: development and roles of expectancy, task values, and costs in early college engineering. Journal of Educational Psychology, 111(6), 1081.
Rodriguez, S. L., Lu, C., & Bartlett, M. (2018). Engineering identity development: a review of the higher education literature. International Journal of Education in Mathematics, Science and Technology, 6(3), 254–265.
Rottinghaus, P. J., Larson, L. M., & Borgen, F. H. (2003). The relation of self-efficacy and interests: a meta-analysis of 60 samples. Journal of Vocational Behavior, 62(2), 221-236. https://doi.org/https://doi.org/10.1016/s0001-8791(02)00039-8
Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411–427.
Sheppard, S., Antonio, A. L., Brunhaver, S. R., & Gilmartin, S. (2014). Studying the career pathways of engineers. In A. Johri & B. M. Olds (Eds.), Cambridge handbook of engineering education research (pp. 283-309). Cambridge University Press.
Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). Journal of personality and social psychology, 100(2), 255-270. https://doi.org/https://doi.org/10.1037/a0021385
Wang, M.-T., & Degol, J. L. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304–340.
Wang, M.-T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119–140.
Wegemer, C. M., & Eccles, J. S. (2019). Gendered STEM career choices: altruistic values, beliefs, and identity. Journal of Vocational Behavior, 110, 28–42.
Welkowitz, J., Cohen, B. H., & Ewen, R. B. (2006). Introductory statistics for the behavioral sciences (6th ed. ed.). John Wiley & Sons, Inc.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
Xie, Y., Fang, M., & Shauman, K. (2015). STEM Education. Annual Review of Sociology, 41(1), 331-357. https://doi.org/https://doi.org/10.1146/annurev-soc-071312-145659
Yoder, B. L. (2017). Engineering by the numbers: ASEE retention and time-to-graduation benchmarks for undergraduate engineering schools, departments and programs.