Sharon W. Alestalo

Support of Women Geotechnical Engineering Faculty; History and Initiatives

The inability of the geotechnical engineering profession and individual institutions to create systemic equality in culture, outcomes and representation for women faculty results in persistent and severe isolation. This isolation generates a tandem set of challenges that directly impact the recruitment, retention and career success of women faculty. Current data sources indicates that approximately 11% of national geotechnical engineering faculty are women compared to sister disciplines such as structural engineering which range from 15% to 17%. Furthermore over a third of the US research one universities with geotechnical engineering programs have no women faculty and only 1 out of 10 have two or more. These figures paint a clear and precarious picture of the isolation and underrepresentation which also contributes directly to the pipeline problem; fewer women entering and completing their education at the bachelors, masters and doctoral levels. Given these numbers, retaining women faculty who have carved successful careers in geotechnical engineering is of even greater importance for the profession. The inclusion, advancement and resilience of women in geotechnical engineering requires enduring support, professional development and systemic change. This paper will examine the contemporary history of professional development at the national level for women in geotechnical engineering and the obstacles and challenges they face. In addition, future programs and strategies to recruit and retain women will also be discussed.