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001386445 020__ $$a9781461957249$$q(electronic bk.)
001386445 020__ $$a1461957249$$q(electronic bk.)
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001386445 1001_ $$aBix, Amy Sue,$$eauthor.
001386445 24510 $$aGirls coming to tech! :$$ba history of American engineering education for women /$$cAmy Sue Bix.
001386445 264_1 $$aCambridge, Massachusetts ;$$aLondon, England :$$bThe MIT Press,$$c[2013]
001386445 264_4 $$c©2013
001386445 300__ $$a1 online resource (xii, 360 pages) :$$billustrations.
001386445 336__ $$atext$$btxt$$2rdacontent
001386445 337__ $$acomputer$$bc$$2rdamedia
001386445 338__ $$aonline resource$$bcr$$2rdacarrier
001386445 4901_ $$aEngineering studies series
001386445 506__ $$aAccess limited to authorized users.
001386445 5203_ $$a"Engineering education in the United States was long regarded as masculine territory. For decades, women who studied or worked in engineering were popularly perceived as oddities, outcasts, unfeminine (or inappropriately feminine in a male world). In Girls Coming to Tech!, Amy Bix tells the story of how women gained entrance to the traditionally male field of engineering in American higher education. As Bix explains, a few women breached the gender-reinforced boundaries of engineering education before World War II. During World War II, government, employers, and colleges actively recruited women to train as engineering aides, channeling them directly into defense work. These wartime training programs set the stage for more engineering schools to open their doors to women. Bix offers three detailed case studies of postwar engineering coeducation. Georgia Tech admitted women in 1952 to avoid a court case, over objections by traditionalists. In 1968, Caltech male students argued that nerds needed a civilizing female presence. At MIT, which had admitted women since the 1870s but treated them as a minor afterthought, feminist-era activists pushed the school to welcome more women and take their talent seriously. In the 1950s, women made up less than one percent of students in American engineering programs; in 2010 and 2011, women earned 18.4% of bachelor's degrees, 22.6% of master's degrees, and 21.8% of doctorates in engineering. Bix's account shows why these gains were hard won."
001386445 588__ $$aOCLC-licensed vendor bibliographic record.
001386445 650_0 $$aWomen in engineering$$zUnited States$$xHistory.
001386445 650_0 $$aWomen in higher education$$zUnited States$$xHistory.
001386445 650_0 $$aEngineering$$xStudy and teaching$$zUnited States$$xHistory.
001386445 653__ $$aSCIENCE, TECHNOLOGY & SOCIETY/History of Technology
001386445 653__ $$aENGINEERING/General
001386445 653__ $$aSOCIAL SCIENCES/Sociology
001386445 655_0 $$aElectronic books
001386445 852__ $$bebk
001386445 85640 $$3MIT Press$$uhttps://univsouthin.idm.oclc.org/login?url=https://doi.org/10.7551/mitpress/9101.001.0001?locatt=mode:legacy$$zOnline Access through The MIT Press Direct
001386445 85642 $$3OCLC metadata license agreement$$uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
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001386445 983__ $$aOnline