African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Abstract

A first year Engineering Education doctoral student at Purdue University. Ms. Trina L Fletcher, Purdue University, West LafayetteTrina Fletcher is an Engineering Education doctoral student at Purdue University. Her research focus includes process excellence and total quality management (TQM) methodologies as a way to improve engineering related activities within industry and education. She is also interested in research around recruiting and retaining underrepresented minorities and women in STEM. Prior to Purdue, she spent time in industry holding technical and operations-based roles and has experience with informal STEM community and outreach projects. She holds a BS degree in Industrial Technology and a MS degree in Engineering Management. Hispanic student numbers rose from 3 percent to 13 percent, Asian/Pacific Islander students rose from 2 percent to 6 percent, and the percentage of Black students rose from 9 percent to 14 percent. However, the faculty demographic has not kept pace with the increase in URM enrollment. The percentage of URM faculty has remained flat over the last 20 years, hovering at just a little over 5 percent.Researchers, educators, and practitioners believe that in order for students to succeed academically, they need role models and mentors with whom they can identify. Racial and ethnic diversity has both direct and indirect positive effects on the educational outcomes and experiences of students. The campus climate improves when the diversity of the student population matches that of the faculty. Students from majority groups equally benefit from learning and exchanging ideas in a multicultural environment, offering a wider range of research and a broader representation of alternative perspectives. Therefore, the shift in American demographics over the next ten years changes the question from whether colleges and universities want to support diversity in their faculty distribution to how colleges and universities will accommodate this necessity.Thus, this is a review of the literature on one demographic in engineering academe, the African American woman. African American women are at the intersection of two of the most pervasive prejudices in this country: racism and sexism. This review will unveil some of the unique challenges African American female engineering faculty due to the intersectionality of race and gender. In order, to increase the numbers, the engineering education community must first fully understand the barriers these women face.

Toward the Development of a Scale Linking Underrepresented Engineering Faculty’s Workplace Experiences and Career Outcomes

“…Additionally, the findings from other studies report that BWEF tend to encounter unique challenges along the tenure track [3], and have high extended family responsibility [1]. These factors can contribute to a lower self-efficacy, which correlates to feelings of institutional fit [3]. On the other hand, perceptions of institutional fit can also be positively influenced by mentoring.…”

“…Some of the personal attributes of BWEF influence the experiences they have in the workplace and their career outcomes. Studies have shown that BWEF experience slightly higher stress than other faculty [2,3]. Time constraints on completing activities, promotion concerns, and variations in expectations contribute to these higher stress levels; this is particularly true for women of color at four-year colleges [3].…”

“…Studies have shown that BWEF experience slightly higher stress than other faculty [2,3]. Time constraints on completing activities, promotion concerns, and variations in expectations contribute to these higher stress levels; this is particularly true for women of color at four-year colleges [3]. Additionally, the findings from other studies report that BWEF tend to encounter unique challenges along the tenure track [3], and have high extended family responsibility [1].…”

“…Time constraints on completing activities, promotion concerns, and variations in expectations contribute to these higher stress levels; this is particularly true for women of color at four-year colleges [3]. Additionally, the findings from other studies report that BWEF tend to encounter unique challenges along the tenure track [3], and have high extended family responsibility [1]. These factors can contribute to a lower self-efficacy, which correlates to feelings of institutional fit [3].…”

“…Their underrepresentation is partly explained by idiosyncrasies in their experiences that lead to varying career outcomes. BWEF are less likely than men to be employed in tenure-track positions [2], earn tenure [2,3], or become a full professor [2,3]; and the findings of a recent study report perceptions of disparities in salary and awards [2]. On the other hand, the receipt of a promotion, tenure, and professional autonomy are things that have been found to contribute to the retention of BWEF [2].…”