Sitting Together: How Proximity Impacts the Classroom Success of Undergraduate Women in Engineering

Authors

• Cassandra M. Savukinas, Embry-Riddle Aeronautical UniversityFollow
• Kayla D. Taylor, Embry-Riddle Aeronautical UniversityFollow
• Ashley Lear, Embry-Riddle Aeronautical UniversityFollow

Abstract

Despite increased efforts, the engineering field remains predominantly male, particularly within higher education environments. Seating arrangements in the classroom for female undergraduate engineering students can greatly impact their comfort, participation, and academic performance in the classroom. In a 2025 study, it was found that male and female students have differing experiences related to comfort, participation, and academic performance when seated near other students of the same gender (Savukinas et al., 2025). Faculty can help students succeed by understanding how seating dynamics impact students’ experiences in the classroom. By allowing students to choose their own seating arrangements and creating interactions in the classroom, faculty can help students be more autonomous and build a classroom community to help their students thrive.

Recommended Citation

Savukinas, Cassandra M.; Taylor, Kayla D.; and Lear, Ashley (2026) "Sitting Together: How Proximity Impacts the Classroom Success of Undergraduate Women in Engineering," Feminist Pedagogy: Vol. 7: Iss. 3, Article 3.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol7/iss3/3