The purpose of this study was to identify demographic and contextual factors of women who transfer from a community college to a four-year university to complete their bachelor's degree in engineering or computer science (ECS) and determine if differences among these factors impact success. Using the data obtained from the Texas Education Research Center, researchers analyzed the persistence and baccalaureate completion rates of students who declare an ECS major in Texas, at both two-year and four-year colleges, disaggregating the data by gender and race to highlight gaps that are often masked when looking at STEM as a whole. Texas was chosen as the focus of this report because of ease of access to student-level transfer data, the diversity of the population, and the fact that the majority of bachelor's degree earners in the state had prior enrollment in a two-year community college (NSCRC, 2017).