This review of the literature examines barriers to building community and fostering involvement among female undergraduate and graduate students in engineering. It also explores a comprehensive set of strategic initiatives that can be taken by women in engineering advocates to build a sense of community and mutual support among students. Barriers confronting women in this regard included their assumption of multiple roles, as learners, mothers, daughters, partners, and professionals; the experience of role conflict between these roles and conflicting demands; the lack of available resources, such as time and finances; the "chilly climate" of the engineering discipline; and the devaluation of women's relational orientation prevalent in the engineering classroom. The strategic goals of women in engineering to dismantle these barriers are discussed in the context of the SPAR (Services, Programs, Advocacy, and Research) Model for program implementation. A number of theoretical models of student development, involvement, and retention are also briefly discussed as appropriate for designing and implementing programs and initiatives that are responsive to women's needs. (Contains 15 references.) (CK)