Women faculty members have an important place in universities in the United States and are without question an elite group of highly educated professionals (Chilly Collective, 1995). Nonetheless, the number of women faculty members represented in all professorial ranks of the Science, Technology, Engineering, and Mathematics (STEM) fields remains disproportionately low (Chilly Collective, 1995; Yoder, 2017). In 2017, Yoder (2017) found the mean percentage of women tenured/tenure-track faculty in all engineering disciplines was 16.9%. That same year, only 14.2% of women faculty members in electrical engineering (EE) were tenured/tenure-track (Yoder, 2017). Moreover, women faculty members in STEM continue to be concentrated in the lower academic ranks, advance slowly through the academic positions and are paid less than male colleagues. These trends are particularly evident in traditional male-dominated academic disciplines such as EE. The underrepresentation and lack of progress of women in STEM can be attributed to factors such as the institutional or department climate and the promotion and tenure process. Studies have examined the effects of institutional climate, promotion and tenure and department climate independently from one another, but have not examined relationships among these factors. The purpose of this qualitative study was to examine the effects that institutional and departmental climate, as well as the promotion and tenure process, have on women faculty members experiences in EE departments. Examining the experiences of women faculty members in a specific department, such as electrical engineering, is crucial to understanding the department climate and the promotion and tenure process. The interviews of seven women faculty members from five institutions were utilized in this study. Two contextual themes were identified. Next, seven major themes were explored: collegial and supportive environments, collaboration and networking, mentoring, bias, harassment, and the process of and equity with the promotion and tenure process. Two other themes, work-life balance and support of other women emerged from the interviews providing a final perspective on being women faculty members in an EE department. Significant findings of the study were that women faculty members in EE perceive their environment as collegial at times and isolating and non-supportive at other times. Women had few opportunities to collaborate, and networking and mentoring relationships were often formed outside the EE department and the university. Another finding was women faculty members reported that explicit and implicit bias existed in their departments. Almost all women experienced emotional harassment while less than half experienced physical or sexual harassment. Finally, most faculty members believed the guidelines for promotion and tenure were fair equitable, but women were held to a higher standard. These accounts provide important insights into how women faculty members in EE department experience interactions among institutional climate, departmental climate and the promotion and tenure process. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]