How Is Theory Used to Understand Engineering Undergraduate Women? A Meta-Analysis of Literature

• In Event: Women Student Success in Higher Education

Abstract

The purpose of this paper is to explore the use of theory in studies of engineering undergraduate women through a meta-analysis of literature. This analysis uses Bradbury-Jones, Taylor, and Herber’s (2014) “levels of theoretical visibility typology” (p. 137) on top of Sutton and Staw’s (1995) definition of theory. Of 478 peer reviewed articles published between 2007-2017, 64 results remained topically relevant, and of those, only 28 used theory at a level 5, where the theory was consistently applied (theory can be traced throughout the entire article and research process—from design to interpretation of findings) (Bradbury-Jones et al., 2014). The theoretical constructs of these articles fit three overarching concepts: confidence in ability, leading to a sense of belonging, and identity.

Author

• Alessandra Dinin, Duke University