Society of Women Engineers: building networks and breaking barriers – The Louisville Cardinal

Report on the Society of Women Engineers’ Contribution to Sustainable Development Goals at the University of Louisville

Executive Summary

The University of Louisville chapter of the Society of Women Engineers (SWE) serves as a critical local mechanism for advancing several United Nations Sustainable Development Goals (SDGs). Through its focus on community building, professional development, and educational outreach for its more than 20 members, the organization makes significant contributions to SDG 5 (Gender Equality), SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities). This report outlines the chapter’s activities and their direct alignment with these global objectives.

Advancing SDG 5: Gender Equality

The core mission of SWE is fundamentally aligned with achieving gender equality and empowering all women and girls. The organization directly confronts the gender disparity in the engineering sector, where women represent only 16% of the workforce.

• Empowerment in a Male-Dominated Field: SWE provides a supportive network and a “safe space” for women, which is crucial for retention and success in academic programs and industries where they are a minority.
• Working Toward Gender Parity: The organization’s national mission, established in 1950, is to empower women in engineering, thereby actively working to close the gender gap in the profession.
• Promoting Diversity and Inclusion: By demonstrating the value of a diverse workforce and welcoming students of all majors and genders to its meetings, the chapter champions the principles of inclusion central to SDG 5.

Fostering SDG 4: Quality Education

The SWE chapter implements programs that ensure inclusive and equitable quality education and promote lifelong learning opportunities for its members and the wider community.

1. Peer-to-Peer Academic Support: Members organize study groups, providing a collaborative learning environment that helps students succeed in challenging engineering coursework.
2. Mentorship and Networking: The chapter facilitates connections with peers and industry professionals, offering invaluable mentorship that complements formal education.
3. Community Outreach: Members volunteer at local middle schools to generate interest in engineering among younger students. This initiative supports early-stage STEM education and helps build a future pipeline of diverse talent, contributing to Target 4.1 of ensuring access to quality primary and secondary education.

Supporting SDG 8 (Decent Work) and SDG 10 (Reduced Inequalities)

By equipping its members with the necessary tools for professional success, SWE promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all, while simultaneously reducing inequality.

• Professional Development: The chapter holds workshops and lunch sessions with industry professionals, providing members with skills and knowledge essential for navigating the job market.
• Career and Economic Opportunities: SWE offers comprehensive career resources, including job placement services, scholarships, and awards. These resources directly facilitate members’ transition into decent work.
• Reducing Inequality: By creating pathways for women to enter and thrive in the high-value engineering sector, the organization directly addresses gender-based economic and professional inequalities, aligning with the core tenets of SDG 10.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article is centered on a university chapter of an engineering society. It discusses activities that support students’ success in their tertiary education, such as providing study groups, mentorship, and professional development. Furthermore, it mentions that members “volunteer at local middle schools to spark interest in engineering among younger students,” which directly relates to promoting quality education and lifelong learning opportunities in STEM fields.

• SDG 5: Gender Equality

  This is the central theme of the article. It explicitly states that “Women represent only 16% of engineers” and that the Society of Women Engineers (SWE) works to “empower women in engineering careers” and strives for “gender parity and equality.” The entire purpose of the organization described is to address the gender imbalance in the engineering profession by providing a supportive community and resources for women.

• SDG 8: Decent Work and Economic Growth

  The article highlights that SWE provides members with “career resources, including job placement services” and “networking with mentors and peers.” These activities are aimed at helping women secure employment and succeed professionally in the engineering industry, thus contributing to productive employment and decent work.

• SDG 10: Reduced Inequalities

  By focusing on supporting a specific group (women) that is underrepresented in a particular field (engineering), the article addresses the issue of reducing inequalities. The organization’s goal is to break down barriers and create a “safe space for women in engineering to find support” in a “male-dominated field,” thereby promoting the social and economic inclusion of women.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education

   • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent work and entrepreneurship.” The article mentions that SWE provides “professional development workshops” and “career resources” to help members develop the skills needed to succeed in the engineering industry.
   • Target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training…” The article’s focus on supporting women in a male-dominated engineering program directly addresses the challenge of gender disparity in technical and tertiary education.

2. SDG 5: Gender Equality

   • Target 5.5: “Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.” SWE’s mission to “empower women in engineering careers” and help them “succeed in the male-dominated engineering industry” directly supports this target by promoting women’s participation and advancement in the economic sphere.

3. SDG 8: Decent Work and Economic Growth

   • Target 8.5: “By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.” The provision of “career resources, including job placement services” by SWE is a direct effort to help women achieve productive employment in the engineering field.

4. SDG 10: Reduced Inequalities

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.” The article describes how SWE empowers women and provides a “supportive community” to promote their inclusion and success in the economic field of engineering, where they are a minority.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several indicators:

• Mentioned Indicator: The article explicitly states, “Women represent only 16% of engineers.” This statistic serves as a direct indicator for Target 5.5, measuring the proportion of women in leadership and professional roles. It provides a baseline against which progress toward gender parity can be measured.
• Implied Indicators:
  • Number of members in support organizations: The article notes that the University of Louisville chapter of SWE “has grown to over 20 members.” The size and growth of such organizations can be an indicator of the level of support and engagement available to women in STEM fields.
  • Number of educational and professional development activities: The article mentions “professional development workshops,” “networking with mentors and peers,” “scholarships and awards,” and “career-focused lunch sessions.” Quantifying these activities (e.g., number of workshops held, number of scholarships awarded) can measure the effort being put into achieving Targets 4.4 and 8.5.
  • Community outreach participation: The fact that members “volunteer at local middle schools to spark interest in engineering” implies that the number of outreach events and the number of younger students reached could be used as indicators for promoting future gender equality in STEM education (related to Target 4.5).

4. Table of SDGs, Targets, and Indicators

Source: louisvillecardinal.com