A "leaky pipeline" exists for women to obtain a Science, Technology, Engineering, and Mathematics (STEM) leadership position in the United States (U.S.). A deeper dive into what was holding women back from an engineering leadership position is imperative in today's technology-driven world. Utilizing feminist theory as a theoretical lens, we looked to discover the overarching question: What can colleges, universities, and employers do to help support, retain, and promote women in engineering careers? Through a four-journal article approach, we explored this phenomenon. The first journal article identified the colleges and universities in the U.S. that had the highest and lowest percentages of women graduating with engineering degrees. Our second journal article explored if mathematics was a barrier for women obtaining engineering degrees. For the third journal article, we explored the lived experiences of women currently working in engineering leadership positions. Lastly, the fourth journal article revealed the type of mentorships that female engineers value in their careers. As advocates in helping to break the cycle of women being underrepresented in engineering leadership positions, we employed cooperative learning and social constructivism throughout our research to provide a body of knowledge and possible recommendations for colleges, universities, employers, and policymakers. [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.]