Abstract
Among science, technology, engineering, and math (STEM) disciplines, the percentage participation of women in engineering has shown significant gains over the past few decades. However, women are still largely absent (or exist in very small numbers) in tenured academic ranks in several engineering sub-fields. In this study we present female and male engineers’ varying understandings of ‘scientific success’ as a potential contributor to women’s retention and success in their (sub)fields. Using in-depth interviews conducted among engineering graduate students and faculty at two U.S. Northwest land-grant research universities, this study demonstrates the ‘dual’ nature in accounts of scientific success, where formal measures of success operate in tandem with informal measures. While both men and women attribute their success to formal and informal measures, gender-based variations tend to be more prevalent among informal measures. By examining these informal measures, this study highlights the context surrounding success.