TY - JOUR TI - Living-learning communities in college DO - https://doi.org/doi:10.7282/t3-hcv7-qw53 PY - 2018 AB - Women are underrepresented in most science, technology, engineering, and math majors in college (STEM). A survey of first year students at all four-year colleges in the U.S. indicated that only six percent of women intended to major in engineering (National Science Foundation, 2017). Undergraduate programs for women in engineering are important for the labor force. Using a mixed method design, this study examined the recruitment, retention, and academic achievement of students in engineering at a large, public research university between fall 2012 and fall 2015. Through a case study of a women’s-only living-learning community (LLC), the experiences and outcomes for students in engineering were assessed. Data were obtained via semi-structured individual interviews and from student records. Using Eccles’ model of expectancy-value motivation theory, Astin’s theory of student involvement, social capital theory with how capital enables social networks to develop, the study examined the effects of a women-only LLC on the recruitment, retention, and academic achievement of engineering students; and the experiences of participants in the women-only LLC including its strengths and weaknesses. Results showed a significant increase of women entering engineering (24%) in the four-year period, despite a two percent overall engineering enrollment decline. High School Grade Point Average (HS GPA) and Scholastic Aptitude Test (SAT) Math Scores were significant factors predicting retention and engineering grade point averages . Gender and race/ethnicity were not factors in predicting engineering retention or achievement. LLC women entered college with the lowest combined SAT scores of the comparison groups. However, for both years one and two they earned the highest engineering GPA and had the highest retention rate. Themes of community, friendship, and peer encouragement created a strong and resilient social network. Connections to resources and access to faculty, especially women engineering faculty, were strengths of the community. A required Women and Gender Studies course was important because it was not engineering-related and offered small group discussions about global issues affecting women. Weaknesses of the LLC were feeling disconnected from non-engineering students and less involvement in non-engineering activities. Based on prior research of Living-Learning Communities, this study is a contribution to the field. KW - Urban Systems KW - Women engineering students KW - Dormitory life LA - eng ER -