While different fields of engineering draw on different types of skills, there has long been a consensus that skills needed for success in engineering include proficiency in math and science. Other skills that are noted as being important, dating as far back as 1948, are mechanical aptitude and spatial visualization. Miller (1948) Later information provided to prospective engineers has continued to emphasize math and science, with the specific other items highlighted varying depending on the source of information and the audience. The need for creativity is also highlighted at times; as one pamphlet states, “Engineering is a creative profession – creativity is the art of taking a fresh look at old knowledge to find practical solutions to human problems.” Society of Engineers (1982) Another pamphlet from the U. S. Department of Labor indicated that engineering would be a good career for a girl with “an analytical mind; curiosity; ability to visualize SIZE, FORM, and FUNCTION; aptitude for math and science,” and indicated that boys “have no monopoly on engineering talent” (US Department of Labor, 1971).

Drafting skills have been important for engineers, particularly mechanical engineers, for quite some time. Drafting, or more broadly engineering graphics, has been seen as foundational by many educators. One textbook describes engineering graphics as “a cornerstone of engineering,” and indicates that the ability “to describe an idea with a sketch is a prerequisite of the engineering profession.” Eide (1985) In addition to the inclusion of drafting classes in the typical mechanical engineering curriculum, other topics draw on drafting skills. In the textbook Basic Graphical Kinematics (Kepler, 1960), it is stated that “Graphical kinematic analysis can be at least as accurate as analytical analysis in which a slide rule is used.” The book further discusses the importance of scaling in the context of a discussion of engineers’ and architects’ scales, and how important the ability to scale a drawing up or down is.

Programming skills are also acknowledged as important to engineers in many different fields, as well as those who are specifically studying computer science. Typical texts on programming, even going back to the early days of computer programming, present some of the same type of basic information on coding. As an example, a text on FORTRAN programming discusses the types of statements and the order of execution, presenting statements that instruct the computer to do something and those that alter the “flow of control of statement execution,” which allows for programs in which “groups of statements can be executed repeatedly” (McCracken, 1965). Similarly, the importance of understanding algorithms is emphasized in a text on ALGOL (McCracken, 1962) Similar skills are still important in programming, although languages have changed over time, with some new languages created and older ones falling into disuse. More recent resources include these same types of structures, and emphasize the importance of algorithms.

While there are many hobbies that may be seen as traditionally feminine, a small subset of these hobbies is highlighted here. They all have enduring popularity, although they have seen fluctuations over time, and are widely associated with women. Furthermore, there are significant publications in existence that can be consulted to gain information on them. They are quilting, sewing, and knitting and crochet.

Several links were found between quilting and skills that are used in engineering, primarily through drafting and geometry, and these links go back quite some time. In Quilter’s Album of Blocks and Borders (Beyer, 1980), the quilter Jinny Beyer indicated that prior to the 1890’s, few quilt designs were even named, nor were patterns given - merely pictures - indicating that “women knew how to draft, cut out, and piece the patterns.” Furthermore, she quotes an 1860 issue of Godey’s Lady’s Book as saying about patchwork that “The only care which it exacts is a mathematical precision in the foundation shapes of which it is composed, and a knowledge of the laws of colors”, clearly indicating that this type of mathematics is something that women are expected to know.

Drafting skills are typically assumed to be necessary for many different quilts shown in women’s magazines. As an example, in the magazine Family Circle (Maple Leaf, 1977), a pattern is given for a “Maple Leaf Quilt from Scraps.” This pattern includes a small drawing of the requisite maple leaf with a square grid (Image in Appendix, Supplementary Figure 1). Readers were instructed to use the grid to re-draw the shape at the proper size, indicating that scaling drawings up and down was a common and expected skill.

More recently, in the quilting catalog Connecting Threads (Crafts Americana Group, 2003), the quilt designer Nancy Mahoney was quoted as describing herself as “a math person” and stating that “The geometry and precision of it draws me to design” (Image in Appendix, Supplementary Figure 2). Further links between quilting and engineering skills are seen by those pursuing both. An article in Quilter’s Newsletter Magazine, “My Other Job Is…” (Berry, 2006a), indicated that many quilters have professional careers in STEM and business fields. Women profiled in the article included physicians, architects, scientists, and engineers in various industries, many of whom indicated that there were parallels between their quilting hobby and their professions.

While quilting does involve sewing, there are other aspects of sewing that show parallels to technical fields such as engineering, as was observed by E. A. Johnson and K. Miyanishi of the University of Calgary and the University of Guelph, respectively, who discussed this in a letter to American Scientist magazine (Johnson and Miyanishi, 1999) that responded to a previous article by the author Henry Petroski (Image in Appendix, Supplementary Figure 3). These professors indicate that “the abstract conceptualization, planning and actual construction skills so useful later in science and engineering need not only be developed in ‘boys’ activities.”’ and specifically mentioned sewing clothing. They went on to state that “sewing requires proficiency in planning, use of different materials with different properties, considerable motor skills and abstract reasoning to see how pieces of patterns are to be assembled on a three-dimensional object that changes shape.”

There are multiple references to the similarity of knitting and crochet to computer programming; they involve detailed instructions for very specific steps, all of which must be present and in the correct order, and they involve repetition of sets of steps, much like logical structures such as “for” loops. In addition, similar to the syntax of computer programming, knitting and crochet patterns have very specific syntax to denote different types of stitches, such as “ch” to denote a chain stitch.

There are currently a number of publications that have shifted from speaking of STEM to talking about STEAM, where the Science, Technology, Engineering, and Mathematics of STEM has Art added to it−i.e., Science, Technology, Engineering, Art and Mathematics. This is based in part on a recognition of the creativity that is inherent in practicing the traditional STEM professions, as well as an acknowledgement that the arts can enhance students’ abilities in STEM subjects. In the article entitled “Using Creativity from Art and Engineering”, the ways in which arts-based activities could be used to enhance young students’ understanding of the sciences and to express their understanding were described (Kuhn et al., 2016). These arts-based activities could include a variety of different things, including the traditionally feminine activities described here.

A study focused on gifted and talented students specifically looked at the role of arts and crafts to foster creativity in STEM education; the arts specified in that work included a variety of different pastimes including painting, music, woodworking, metalworking, mechanics, and electronics. This work cited a number of other studies that demonstrated in controlled studies that arts and crafts improve STEM learning, although it is notable that many of the specific crafts mentioned, such as woodworking and metalworking, are more often associated with men, while crafts generally associated with women were not specifically called out (Bottia et al., 2015). Furthermore, an earlier work by the same researcher that studied correlations between avocation and scientific qualities focused exclusively on data from interviewing 40 male scientists, and therefore it did not capture women’s experiences (Root-Bernstein et al., 1995). Later work, again by the same researcher, did include women. This work looked at arts, crafts, and design avocations in STEMM professionals, where in this case the second “M” represents the addition of medical professionals to the typical STEM fields. While this work examined the influence of arts and crafts on thinking tools in STEMM fields and it did include both male and female participants, the differences and similarities of both typically masculine and typically feminine crafts were not considered (Root-Bernstein et al., 2019). As a result of these and other studies, it is generally accepted that the arts are associated with academic gain, as noted in Gullatt (2007), and this includes the STEM disciplines.

The analysis of the preceding sources reveals a rich tapestry of interconnected themes that bridge the realms of arts and crafts with STEM disciplines, particularly focusing on knitting, quilting, and coding. The studies by LaMore et al. (2013) and collectively emphasize the significance of arts and crafts skills in fostering innovation, entrepreneurship, and overall well-being. These findings suggest that individuals with backgrounds in STEM fields often possess extensive arts and crafts skills, which can positively impact their ability to generate patentable inventions and engage in entrepreneurial endeavors. Therefore, engaging in traditional arts and crafts activities is shown to contribute to cognitive capabilities, including mathematical comprehension, highlighting the cognitive benefits of such practices.

The integration of arts and crafts into STEM education is further supported by Lomov et al. (2001), who advocates for a pedagogical model that combines craft and art education to promote self-expression and creativity among students. Educators can nurture critical thinking skills essential for success in STEM fields by encouraging individuals to express themselves through craftwork. This approach aligns with the idea that hands-on experiences in the informal setting which can enhance interest and proficiency in STEM subjects, particularly among young learners, as highlighted by Todd and Zvoch (2019).

The study underscores the role of crafts in enabling individuals to utilize their full cognitive potential, aiding in comprehending complex mathematical concepts. This finding suggests that the hands-on nature of arts and crafts activities can enhance cognitive abilities, which are crucial for grasping intricate STEM principles. Moreover, the research by Gold (2011) on knitting, music, and programming reflects on the intersections between source code analysis and human-computer interaction, emphasizing the foundational role of source code analysis in operational software systems.

Furthermore, the study by Lomov et al. (2001) delves into the hierarchical structures of textile materials and the architecture of fabric geometric models, highlighting the mathematical and physical aspects inherent in textile design. This exploration of textile geometry underscores the intricate relationship between mathematics and artistry, showcasing how mathematical principles underpin the structural composition of fabrics. Additionally, the research by Cheng and Wu (2021) on intelligent wearable fabrics with sensory capabilities demonstrates the application of advanced materials science and chemistry in creating innovative textiles with remote diagnostic potential. In conclusion, the synthesis of these sources illuminates the profound connections between arts and crafts skills, such as knitting and quilting, and STEM aptitude, particularly in coding and computational domains. By recognizing the cognitive, creative, and innovative benefits of engaging in arts and crafts activities, educators can leverage these skills to enhance STEM learning experiences and cultivate a holistic skill set in individuals, preparing them for success in diverse and dynamic fields.

Based on this survey, there are a number of avenues for research as well as implications for practice that should be pursued. To begin with, the connection between other forms of crafts and specific skills should be investigated, both by analyzing the content of those crafts and by studies of students’ and practicing STEM professionals’ skills and hobbies. Using existing, validated instruments for evaluating spatial relations and correlating that to various hobbies could reveal additional nuance on these connections, as well as revealing new ones. Other skills, known to be predictors of success in other STEM fields, could also be studied to confirm and extend existing correlations such as those in Table 1, as well as to reveal additional correlations.

In addition to adding to the knowledge base in this area, the connections to career theory, which was used as a lens to understand the existing material on this subject, should be further explored. For instance, current sources do not clearly articulate the link between skills learned from activities like sewing and spatial relations abilities. This highlights the need to explore further how childhood and other life experiences, such as engagement in craft and hobby activities, can shape skill development that influences career trajectories. By delving into research on career adaptability, career success evaluation indicators, and career education integrated into the study process (Chu et al., 2015; Manowaluilou and Nilsook, 2023), we can gain insights into how childhood and adult skill development can impact career outcomes. Additionally, considering theories like tolerance of uncertainty and planned happenstance skills (Kim et al., 2014, 2016), which influence career decision-making and self-efficacy, can provide a more comprehensive understanding of the role of early skill acquisition in shaping individuals’ career paths.

Furthermore, implications for practice should be pursued more extensively and comprehensively than has been the case thus far. Clearly, many people have used the connection between traditionally feminine crafts and STEM skills to both seek out potential STEM students and to engage their interest; however, this knowledge should be spread more widely into the STEM community, particularly in light of some of the current efforts to push back against pre-college programs aimed at women and other under-represented groups (Knox, 2024). By showing a wider range of STEM professionals, educators, and the general public that traditionally feminine activities are not just compatible with but closely linked with STEM aptitudes, the attitude that women are not well suited to these careers may be changed over time.