This study was undertaken, in part, as an updating of Report 0105A, "Factors Controlling the Number of Women Holding Engineering Faculty Positions" (January 2005). The prior study included only three years of faculty data (fall 2001 through fall 2003); the present study includes data from fall 2001 through fall 2006 and considers eight engineering disciplines as well as engineering as a whole. As in the prior study, all three academic ranks are considered. Comparisons are made between fractions of women faculty and fractions of doctoral degrees awarded to women by US engineering colleges (engineering and engineering disciplines) from AY1980-81 through AY2005-06, the most recent year for which degree data are available.

Faculty Data - Totals and Women

The graph below shows the increasing numbers of total faculty from fall 2001 through fall 2006. During this period, the total (three ranks) increased by 16.8%. Full professors increased by 12.6%, associate professors increased by 12.0% and assistant professors increased by 33.7%.



The graph below shows the increases in faculty positions held by women. The overall increase was 49.9%, substantially greater than the growth for all faculty members. The increase for full professors was 71.5%, for associate professors the increase was 35.0% and the increase for assistant professors was 49.7%.



Increases in the fractions of women holding faculty positions are shown in the graph below.

It is noteworthy that the order of the three academic ranks for women in the graphs above is the reverse of that for all engineering faculty. For example, there are more women in assistant professor positions, but there are more full professors than assistant professors if all faculty members are considered.

It is also meaningful to consider the magnitudes of the increases in total numbers of faculty over the period from fall 2001 through fall 2006. The total increase in the number of faculty was 3,334; 26.3% of this increase was due to the increase in the number of women. The increase for full professors was 1,292 (23.8% women); for associate professors 666 (32.0% women); for assistant professors 1,376 (25.8% women).

The data presented indicate that women are embarking upon academic careers in substantial numbers as assistant professors. Just as important is the fact that substantial numbers are being promoted to the associate professor and full professor ranks. The "reverse order" mentioned above would appear to be a transient situation.

Doctoral Degrees Awarded to Women

The graph below indicates that the numbers of doctoral degrees awarded to women by US engineering colleges continues to increase. In fact, since Report 0105A was presented, the growth has accelerated. This continued growth in the number of doctoral degrees will certainly support growth in the number of women seeking academic positions.



The graph below shows the increasing fraction of doctoral degrees being awarded to women. Although the shape of the curve is not "concave upward" as in the graph above, the magnitude of the increase is dramatic.

Women Faculty in Various Engineering Disciplines

The three graphs below show the fractions of full professors, associate professors and assistant professors in eight engineering disciplines and engineering as a whole. In general, the fractions of women are shown to be increasing in the three professorial ranks in most of the disciplines studied. The increasing trend is most evident for full professors.

A significant spread in the fractions of women among the disciplines is shown at all three academic ranks. The graphs show consistency in those disciplines that have the highest and lowest fractions of women. Industrial, chemical, bioeng+biomed and materials engineering were generally among the highest at all three academic ranks. Electrical and mechanical engineering had the lowest fractions.








Doctoral Degrees Awarded to Women in Engineering Disciplines

The graph below shows the fractions of doctorates awarded to women in engineering disciplines.



It is noteworthy that the "all engineering" doctorate fraction beginning in AY2000-01 is almost identical with the "all engineering" fraction of assistant professors. A correlation between trends in fraction of doctorates awarded to women and the fraction of women holding assistant professor positions is certainly not surprising. Most assistant professors are recent doctoral graduates. It is surprising, though, that these two measures were almost the same numerically.

The graph below compares the fractions of assistant professors that are women to the fraction of women awarded doctoral degrees from AY2000-01 through AY2005-06. Comparisons of the data for individual engineering disciplines in the two graphs above indicate a correspondence similar to that shown for "all engineering" in the graph below. However, the statistical scatter shown in the degree-fraction graph above precludes a definitive statement.



It is clear, though, that the disciplines awarding the highest fractions of doctorates to women are the disciplines with the highest fractions of women at all three academic levels.

It might appear that increasing the fraction of women professors in US engineering colleges is straight forward - just increase the enrollment of women in doctoral programs. However, it should be recognized that the largest engineering disciplines have the lowest fractions of women that are awarded engineering degrees. To continue the rapid growth in the fraction of women faculty in engineering colleges, the larger disciplines will have to increase substantially the number of women in their graduate programs.

In addition, there is a hint that the current rapid growth rate in engineering doctoral enrollments and degrees for women may not continue. Undergraduate enrollments and degrees are declining for women; this trend might be expected to extend to the doctoral level in just a few years. First-year undergraduate enrollments for women reached a maximum in fall 2000 and declined 13.0% through fall 2006. Full-time undergraduate enrollments have declined 9.8% from the maximum in fall 2002. Bachelor's degrees awarded to women reached a maximum in AY2003-04 and declined 4.1% through AY2005-06. Full-time master's enrollments of women reached a maximum in fall 2003 and declined 7.4% through fall 2006. Master's degrees awarded to women reached a maximum in AY2004-05 and declined 5.2% in AY2005-06.

Summary

The fraction of women holding faculty positions in each of the three academic ranks is increasing rapidly. Since fall 2001, women in full professor, associate professor and assistant professor ranks increased 71.5%, 35.0% and 49.7%, respectively. Increasing trends were found for most engineering disciplines studied.

For engineering as a whole, the fraction of women holding assistant professor positions has been essentially the same as the fraction awarded doctoral degrees by US engineering colleges for the last six years. A similar correlation appears to be valid for individual engineering disciplines, but statistical scatter in the data precludes a precise statement.

Bio+biomed, industrial, materials and chemical engineering showed the highest fractions of women faculty at the various academic ranks. Electrical and mechanical engineering exhibited the lowest fractions.

There may be some question as to whether the rapid growth of the fraction of women on the faculty of engineering colleges can continue in the future. The largest disciplines have the lowest fractions of doctoral degrees awarded to women. Thus, the overall rate of growth of the fraction of women holding academic positions will be determined by the disciplines that currently have the lowest fractions of doctoral degrees awarded to women.

In addition, the serious declines in undergraduate enrollments (first-year and total full-time) that began several years ago resulted in a decline in bachelor's degrees awarded to women in AY2005-06. Master's enrollments of women have declined in the last three years. The decline in the interest of women in engineering bachelor's and masters degree programs might be expected to spread to doctoral programs in a few years.

Acknowledgments

The faculty data used in this study originated from the annual surveys of the American Society for Engineering Education. The degree data originated from the annual surveys of the Engineering Workforce Commission of the American Association of Engineering Societies. Engineering Trends acknowledges the efforts of these organizations in providing credible data and expresses its gratitude for their services to the engineering profession. Persons seeking further information about their surveys and the availability of survey data should visit the ASEE Web site (www.asee.org) and/or the AAES Web site (www.aaes.org).


Footnote

Engineering Trends data are compiled mainly from information submitted by universities to the annual surveys of EWC and ASEE. On the very rare occasions where errors in data appear, Engineering Trends corrects the error, if possible, or deletes the data if the error is large enough to alter significantly the trend of the university or the US total.