This dissertation investigates the issue of gender stratification within engineering and other STEM-related fields. The dissertation is divided into three articles that address different aspects of the problem and propose potential solutions. Article 1 explores the persistent gender imbalance within STEM fields, particularly in engineering and computer science. Several factors are identified that contribute to this disparity, including social and cultural pressures, self-efficacy, and the STEM possible self. To address these factors, the researcher proposes a conceptual framework that emphasizes early exposure to STEM, hands-on activities, and exposure to diverse role models. Article 2 describes a six-week intervention that aimed to improve the attitudes and interests of second-grade students towards engineering. The intervention involved the distribution of family STEM kits, which provided a variety of materials for both adults and children to engage with. The results suggest positive impacts of the intervention toward improving female engineering interest and attitudes. Article 3 provides recommendations that would support greater equity in course enrollment at Flagstaff High School based on the findings of Articles 1 and 2. These recommendations include identifying and implementing effective curriculum and instructional approaches within the classroom, establishing an elementary science curriculum coordinator for preK-5, and establishing a family and community partnership to support caregivers in their understanding of their child's developing interests and attitudes toward STEM. [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.]