Women's career development: Can theoretically derived variables predict persistence in engineering majors?

Abstract

Factors related to persistence in engineering, particularly for women, were examined in 278 upper level undergraduate women and men who, as entering students, enrolled in the college of engineering at a large midwestern university. An overall model of persistence was created by integrating constructs derived from a number of theories relevant to women's career behavior, including self-efficacy theory, expectancy-valence theory, interest congruence theory, and influences on women's career development. Hierarchical logistic regression revealed that ability, self-efficacy, support-barriers, and interest congruence each added significantly to the model predicting persistence, which correctly identified 92.6% of persisters and 62.3% of nonpersisters. Gender and expectancy-valence variables were not significant predictors, nor were any of the 2-way interactions with gender. Implications for future research and interventions are discussed.