Gender Bias and Its Impact on Self-Concept in Undergraduate and Graduate Construction Education Programs in the United States
Publication: Journal of Construction Engineering and Management
Volume 147, Issue 11
Abstract
Previous studies argued that gender bias has an effect on the retention of female students in male-dominated academic programs. This study examined the prevalence of gender bias in construction education programs from different sources and the impact on students’ self-concept. Participants responded to a quantitative survey measuring gender bias, construction education self-concept, supportiveness of peers, and group identity. Results indicated that 87% of female students experienced gender bias in the previous year, which emanated significantly more often from male peers than from female peers, mentors or advisors, or professors. Gender bias had a direct impact on students’ self-concept, as did group identity. These findings suggest that interventions attempting to curtail gender bias in construction education programs should focus on male peers as their primary target and professors as a secondary target. Strategies to build group identity likely will improve students’ self-concept. This study contributes to the body of knowledge by exploring gender bias in construction degree programs and the impact of these experiences on student’s self-concept, and by providing evidence-based recommendations for fostering the inclusion of women in construction-related academic programs.
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Data Availability Statement
Some or all data, models, or code generated or used during the study are available in a repository online in accordance with funder data retention policies. The raw data of the survey response can be downloaded at https://www.dropbox.com/s/ltahnss9aet1frt/CMGenderBiasData.xlsx?dl=0.
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Journal of Construction Engineering and Management
Volume 147 • Issue 11 • November 2021
Copyright
© 2021 American Society of Civil Engineers.
History
Received: Oct 15, 2020
Accepted: Jul 26, 2021
Published online: Sep 6, 2021
Published in print: Nov 1, 2021
Discussion open until: Feb 6, 2022
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