Diversity Stalled: Explorations into the Stagnant Numbers of African American Engineering Faculty

Abstract

, she is concerned with science, technology, engineering, and mathematics (STEM) learning and participation among historically marginalized students of color. Her research focuses on the role of racialized experiences and biases in STEM educational and career attainment, problematizing traditional notions of academic achievement and what is mean to be successful yet marginalized, and STEM identity and identity development in high-achieving students of color. She is currently the PI on two studies funded by NSF, the first of which investigates the causes behind why African Americans remain one of the most underrepresented racial groups in engineering faculty positions. The second study is working toward the design of a holistic racial and gender attentive mentoring program for engineering PhD students of color. Ms. Lydia C Bentley, Vanderbilt University Lydia C. Bentley, M.Ed., is a PhD student in the Development, Learning, and Diversity track of the Teaching and Learning Department at Vanderbilt's Peabody College. Lydia has a bachelors' degree in Sociology (Georgetown University) and a master's degree in Special Education (The University of Virginia). She has worked on both qualitative and quantitative research projects spanning diverse topics such as revitalized neighborhoods and their schools, early childhood skill development, and the experiences of STEM graduate students.

Mapping a Mentoring Roadmap and Developing a Supportive Network for Strategic Career Advancement

“…Such mentoring can be absolutely critical for initiating progress in a new role or position. It has been regularly recommended that special attention to the provision of mentoring during such transitions can support recruitment and retention of individuals broadly (Brown, 2011;Gibau et al, 2010;Malone & Barabino, 2009;E. O. McGee, Robinson, Bentley, & Houston, 2015;Stassun, Burger, & Lange, 2010;Stassun et al, 2011;Whittaker & Montgomery, 2012, 2014Williams et al, 2011).…”

Action on Diversity: A Content Analysis of ASEE Conference Papers, 2015–2016

“…Other motivation-focused frameworks found were self-determination theory and self-efficacy framework. In the publications that used metaphors or worldviews for their work we observed the concept of 'engineering climate' (Copeland & Natarajarathinam, 2016) being discussed, a constructivist worldview (McGee, Robinson, Bentley, & Houston, 2015), as well as a metaphor of 'bait-andswitch' (Lachney & Nieusma, 2015) as means to characterize classroom teaching strategies. In order to assist people searching for frameworks when pursuing future work, Table 3 shows some examples of how authors used frameworks in our publication sample.…”

Broadening participation in the engineering professoriate: Influences on Allen's journey in developing professorial intentions

“…An increasing corpus of scholarship also shows how students' social identities and personal factors relate to their preparation for the professoriate (Blockett et al, 2016;Charleston et al, 2014;Leggon, 2010;Robinson, McGee, Bentley, Houston, & Botchway, 2016). Scholars often use "social identities" to refer to socially constructed identities (e.g., race, ethnicity, gender, sexual orientation, and citizenship status) that individuals inherit rather than acquire; "personal factors" tends to refer to characteristics unique to an individual (e.g., parents' education and occupations, family members' socioeconomic status, children, and previous educational experiences) McGee et al, 2015). While some researchers treat social identities and personal factors as background demographic characteristics, others intentionally place them at the forefront of their investigations (Barker, 2016;Felder et al, 2014;Twale, Weidman, & Bethea, 2016).…”