Kuh's theory of student engagement was used in this quantitative study to examine the relationship between student participation in co-curricular activities and student engagement among women in engineering programs in community colleges. Self-reported ex post facto student data from the Community College Survey of Student Engagement (CCSSE) for 2021 and 2022 was used to examine co-curricular participation for women in engineering in the community college. The most significant findings of the study indicated the number of hours students work for pay was a significant predictor of participation in college-sponsored activities for this group. Women working only 6-10 hours weekly are more likely to participate, while students working over 30 hours are least likely to participate. An additional significant finding is that women with more earned credits are more likely to participate in internships, field experiences, cooperative education, or clinical assignments. Having children dependent on care and student age group did not predict participation in college-sponsored activities. Those who participated in college-sponsored activities were also found to have significantly higher levels of engagement for all five CCSSE benchmarks of Active and Collaborative Learning, Student Effort, Academic Challenge, Student-Faculty Interaction, and Support for Learners. Those participating in internships, field experiences, cooperative education, or clinical assignments, had significantly higher levels of engagement for four out of the five CCSSE benchmarks: Active and Collaborative Learning, Student Effort, Student-Faculty Interaction, and Support for Learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]