This study used grounded theory methodology to investigate the institutional and departmental climates of women engineering faculty. Seven female engineering faculty from two universities completed semi-structured interviews that were coded for common themes. All the participants indicated that they had had a natural interest or talent for science and mathematics and had been encouraged by family, teachers, or friends to pursue engineering. The participants also indicated that family considerations and the flexibility afforded by a faculty position influenced their academic career choice. The data revealed that women engineering faculty have made few strides in the academy, and that they continue to encounter barriers which make it difficult for them to survive and succeed, including hostility from male faculty, lack of support from administrators, lack of respect from colleagues, the feeling of being an outsider, and overt sexist behavior. It is concluded that until engineering departments take measures to address these barriers, women engineering faculty will continue to be bombarded by obstacles such as "gendercentrism" and the "outsider" phenomena in the form of micro- and macro-inequities. (Contains 42 references.) (MDM)