Shannon Gilmartin

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Shannon Gilmartin


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Shannon K. Gilmartin, Ph.D., is a Senior Research Scholar at the Michelle R. Clayman Institute for Gender Research and Adjunct Professor in Mechanical Engineering at Stanford University. She is also Managing Director of SKG Analysis, a research consulting firm. Her expertise and interests focus on education and workforce development in science and engineering fields. Previous and current clients include the American Chemical Society, the Anita Borg Institute for Women and Technology, California Institute of Technology, the College of Natural Sciences and Mathematics at California State University Fullerton, the Office of the Vice Provost for Graduate Education at Stanford University, the School of Medicine at Stanford University, and the School of Fisheries and Ocean Sciences at the University of Alaska, Fairbanks.

Shannon received her B.A. at Stanford University and her M.A. and Ph.D. at UCLA, and held two postdoctoral research appointments at the California Institute of Technology and Stanford University before starting her own consulting practice. She has taught undergraduate courses at UCLA in gender, psychology, and education. Her publications appear in such journals as Academe, Journal of American College of Surgeons, Journal of Research on Adolescence, Journal of Research on Science Teaching, Journal of Women and Minorities in Science and Engineering, Research in Higher Education, The Journal of Higher Education, and the International Journal of Engineering Education. With Sheri Sheppard and Carol Muller, she is currently co-teaching ENGR311C/FEMGEN311C "Expanding Engineering Limits: Culture, Diversity, and Gender", next offered to Stanford undergraduate and graduate students in Winter 2017.


  • Ph.D., Education, University of California, Los Angeles, 2003
  • M.A, Education, University of California, Los Angeles, 2000
  • B.A., American Studies, Stanford University, 1994

Select Publications

  • Gilmartin, S.K., A. Shartrand, H. Chen, C. Estrada, and S.D. Sheppard. 2016. Investigating entrepreneurship program models in undergraduate engineering education. International Journal of Engineering Education, 32 (5A): 2048-2065.
  • Jin, Q., S. K. Gilmartin, H. L. Chen, S. K. Johnson, M. B. Weiner, R. M. Lerner, and S. Sheppard. 2016. Entrepreneurial career choice and characteristics of engineering and business students. International Journal of Engineering Education, 32: 598-613.
  • Sheppard, S.D., A.L. Antonio, S.R. Brunhaver, and S.K. Gilmartin. 2014. Studying the career pathways of engineers: An illustration with two datasets. In A. Johri and B.M. Olds (Eds.), Cambridge Handbook of Engineering Education Research (pp. 283-309). New York, NY: Cambridge University Press.
  • Girod, S., S.K. Gilmartin, H. Valantine, and L. Schiebinger. 2011. Academic couples: Implications for medical school faculty recruitment and retention. Journal of American College of Surgeons 212: 310-319.
  • Schiebinger, L., and S.K. Gilmartin. 2010. Housework is an academic issue. Academe 96: 39-44.
  • Sheppard, S.D., S.K. Gilmartin, H.L. Chen, K. Donaldson, G. Lichtenstein, Ö. Eriş, M. Lande, and G. Toye. 2010. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). Center for the Advancement of Engineering Education. Available at:
  • Schiebinger, L., A.D. Henderson, and S.K. Gilmartin. 2008. Dual-Career Academic Couples: What Universities Need to Know. Stanford University: Michelle R. Clayman Institute for Gender Research. Available at:
  • Simard, C., A.D. Henderson, S.K. Gilmartin, L. Schiebinger, and T. Whitney. 2008. Climbing the Technical Ladder: Obstacles and Solutions for Mid-Level Women in Technology. Anita Borg Institute for Women and Technology, and the Michelle R. Clayman Institute for Gender Research at Stanford University. Available at:
  • Gilmartin, S.K., N. Denson, E. Li., A. Bryant, and P. Aschbacher. 2007. Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students’ science identities. Journal of Research on Science Teaching 44: 980-1009.
  • Gilmartin, S.K., E. Li, and P. Aschbacher. 2006. The relationship between interest in physical science/engineering, science class experiences, and family contexts: Variations by gender and race/ethnicity among secondary students. Journal of Women and Minorities in Science and Engineering 12: 179-207.
  • Sax, L.J., S.K. Gilmartin, and A.N. Bryant. 2003. Assessing response rates and nonresponse bias in web and paper surveys. Research in Higher Education 44: 409-432.

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