Chopra, S., Khan, A., Mirsafian, M., & Golab, L. (2020). Gender differences in work-integrated learning experiences of STEM students: From applications to evaluations. International Journal of Work-Integrated Learning, 21(3), 253-274.
Past studies have found that early career experiences drive attrition more than other factors. This paper investigates early engineering careers from a gender perspective to understand differences in opportunity, satisfaction, perceived competency, and choice. To do so, it analyzes job search, hiring, and performance appraisal data of 9,000 undergraduate students enrolled in work-integrated learning (WIL) programs. The analysis leads to four main findings. First, men and women appear equally likely to obtain interviews and secure WIL placements. Second, women in computing are more likely to apply to jobs involving user interfaces/experience. Third, women receive slightly higher performance appraisals. Finally, men appear to be more satisfied with their WIL experiences, especially with compensation and networking opportunities, while women appear to be happier with the availability of employer support. The results provide actionable insights for students interested in engineering, and academic institutions and employers wishing to diversify their talent pool.