Conversations about Diversity: Institutional Barriers for Underrepresented Engineering Students

Long, Lina; Mejia, Joel Alejandro

doi:10.1002/jee.20114

Cited by 45 publications

(43 citation statements)

References 25 publications

(22 reference statements)

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“…Although the percentage of females has increased in psychology, biosciences and social sciences, their numbers continue to remain at 25% of the workforce in engineering, computer science, and physics (NSF, ). For both underrepresented minorities and females, there have been continued calls for research into ways to increase diversity in STEM (Allen‐Ramdial & Campbell, ; Fouad & Santana, ; Long & Mejia, ; Lord et al, ).…”

Section: Introductionmentioning

confidence: 99%

“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Sparks

Pole

2019

School Sci & Mathematics

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Teachers involved in a Master's level course in diversity participated in virtual, synchronous, anonymized discussions around issues of ethnic and racial diversity, gender, and stereotypes that could impact their students’ participation in fields related to science, technology, engineering, and mathematics (STEM). Guided by theoretical frameworks from Social Cognitive Career Theory (SCCT) and Critical Race Theory (CRT), a convenience sample of 14 science and mathematics teachers participated in a series of virtual chats using open‐ended questioning and facilitated by two university instructors. Using conversation and critical discourse analyses, three primary themes emerged: understanding of issues related to stereotypes, encouragement of females and minorities to pursue careers in STEM, and the place for diversity discussions in science and mathematics classrooms. The teachers felt burdened by curricular and administrative constraints that inhibit their ability to participate in thought‐provoking critical conversations. The paper concludes with a discussion of ways teachers can assist in the STEM career identity development of their underrepresented females and students of color and calls for research that combines the key findings in SCCT and CRT to build confidence and capacity for teachers to effectively confront issues of racism, sexism, and stereotyping in science and mathematics classrooms.

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Section: Introductionmentioning

confidence: 99%

“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Sparks

Pole

2019

School Sci & Mathematics

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“…Other studies have supported Tonso's claims by illustrating similar gendered dynamics (Dryburgh, 1999;Faulkner, 2009aFaulkner, , 2009bGodfrey, 2007;Tonso, 2006). Engineering cultures are also racialized, as most students that matriculate in engineering programs are white (Long & Mejia, 2016;Pawley, 2019).…”

Section: Introductionmentioning

confidence: 87%

Addressing Organizational Cultural Conflicts in Engineering with Design Thinking

Eddington

Corple

Buzzanell

et al. 2020

Negotiation Conflict Man Res

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The present study examined how design thinking processes help to facilitate difficult conversations for fostering organizational change toward greater inclusion and equity in undergraduate engineering programs. Regardless of the type of organization or institution, sustainable diversity and inclusion integration requires difficult conversations that can correspond with locale‐specific interventions and deep cultural transformation. We led a series of design sessions with stakeholders from two undergraduate engineering programs at a large, Midwestern, research university aimed at creating prototype solutions to diversity and inclusion problems. Following the sessions, we conducted interviews with 19 stakeholders to understand their perceptions of the design process in facilitating both difficult conversations and in enacting meaningful change. Our study uncovered that organizational cultures impacted participants’ perceptions of change possibilities and their role in change. We conclude with recommendations for adopting design practices and communication‐as‐design processes to create structures and interactive approaches for facilitating conversations toward inclusionary organizational change.

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“…[7][8][9] The educational challenges facing Black men and other URMs in STEM fields must be addressed not only though engagement and encouragement of students but also through practice and policy in institutions, especially those policies and practices that pose unnecessary barriers for URMs. [10][11] Researchers have previously studied the role of several psychological factors (e.g., self-efficacy) in minority student success in STEM fields, although few investigations have focused on minority men. [12][13][14] More work is needed to better understand, in depth, the multiple pathways to success available to URM students.…”

Section: Introductionmentioning

confidence: 99%

Lessons Learned from Successful Black Male “Buoyant Believers” in Engineering and Engineering-Related Fields

Long

Henderson

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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In high-demand fields like science, technology, engineering and mathematics (STEM), more success strategies are needed to effectively recruit and retain college students. One-size fits-all approaches (i.e., those that are supposed to work for all students) often neglect the unique needs of underrepresented populations. Although some strategies exist for helping minority students succeed in STEM, the present investigation uncovered detailed information about how Black male students in engineering and engineering-related fields develop important academic traits such as confidence and resilience. To add to the limited body of literature on Black males in STEM, interview data from 27 Black male students majoring in engineering or engineeringrelated fields were analyzed through the lens of Strayhorn's 'buoyant believers' framework. The framework offers practitioners, faculty, and staffwho work with minority engineering students guidance for addressing challenges students face and creating pathways for their success. Based on the model, individuals can be described across four typologies as: (a) students who are confident and resilient, (b) students who are confident but lack resilience, (c) students who lack confidence but exhibit resilience, and (d) students who are neither resilient nor confident. The present study focuses solely on the narratives of students who are "buoyant believers." Specific attention was given to the pre-college and in-college experiences of Black males in engineering and engineering-related fields in order to better identify potential sources of their current confidence and resilience. Findings revealed that research participants' current confidence and resilience seem to be connected to attributes such as a) childhood adversity, b) a refusal to quit, and c) prior academic success, which ultimately led to their collegiate achievements.

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Conversations about Diversity: Institutional Barriers for Underrepresented Engineering Students

Cited by 45 publications

References 25 publications

“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Addressing Organizational Cultural Conflicts in Engineering with Design Thinking

Lessons Learned from Successful Black Male “Buoyant Believers” in Engineering and Engineering-Related Fields

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