Introduction

McGee, Ebony O.; Robinson, William H.

doi:10.36019/9781978805712-001

Cited by 9 publications

(12 citation statements)

References 0 publications

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“…Therefore, future research should focus on the recruitment and experiences of WoC in the engineering doctoral programs in which they are most underrepresented. Having cohorts of WoC enter the doctoral program together, guided by a racially conscious mentoring program, has shown some success (McGee & Robinson, 2019). There are ample calls in the diversity literature for faculty of Color to serve as role models and mentors to support students of Color.…”

Section: Discussionmentioning

confidence: 99%

Trends in the underrepresentation of women of color faculty in engineering (2005–2018).

Main¹,

McGee²,

Cox³

et al. 2023

Journal of Diversity in Higher Education

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Women of color (WoC) continue to be underrepresented in engineering programs across the United States. Many scholarly reports on faculty demographic characteristics do not provide measures regarding the representation of WoC faculty due to data reporting restrictions or lack of relevant data. Using 14 years of data from the American Society for Engineering Education, this study examined the trends in the prevalence of WoC faculty and PhDs in engineering between 2005 and 2018. Informed by intersectionality theory and Kanter’s theory of proportions, descriptive analyses were used to disaggregate the prevalence of engineering faculty by gender, race/ethnicity, and engineering discipline. Findings indicate that there were slight growths in the representation of African American/Black, Native American/Native Hawaiian, and Hispanic/Latina women engineering faculty. The low representation of WoC is also evident among engineering PhDs. Changes in the shares of WoC in assistant, associate, and full professor ranks and in the production of PhDs provide insights for future demographic shifts in engineering education. Greater efforts and investments are needed in the recruitment of WoC into PhD programs and, subsequently, as assistant professors across engineering disciplines. Although interventions and programs aimed at helping increase the participation of WoC faculty in engineering have made progress, findings suggest that larger scale structural and cultural changes are needed to shift prevailing demographic trends in the engineering professoriate, including expanding student access to doctoral education in engineering. Research findings have the potential to provide foundational information for developing strategies to increase the representation of WoC engineering PhDs and faculty.

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Section: Discussionmentioning

confidence: 99%

Trends in the underrepresentation of women of color faculty in engineering (2005–2018).

Main¹,

McGee²,

Cox³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Furthermore, individuals from racial and ethnic minority groups are also underrepresented in STEM fields (National Science Foundation, 2017; Rincón & Lane, 2017; Whalen & Shelley, 2010). Engaging students from marginalized groups in STEM requires an examination of the intersection of gender and race with the dynamics of STEM communities (McGee & Robinson, 2019). In addition, urban STEM classrooms should “allow for academic content to be covered while marginalized youth are concurrently provided with tools for giving voice to their emotions” (Emdin & Levy, 2016, p. 318).…”

Section: Educational Challenges and Achievement Gapsmentioning

confidence: 99%

Outcomes of an Integrated STEM High School: Enabling Access and Achievement for All Students

Johnson

Sondergeld

2020

Urban Education

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There has been considerable movement in the United States toward an integrated approach to science, technology, engineering, and mathematics (STEM) which leverages English/language arts, social studies/history, and the arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive student outcomes, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic outcomes. Findings indicate students significantly outperformed the 13 comparison schools in district on American College Testing (ACT) and school exams.

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“…Currently, school counselors cultivate the gifts and talents of students to prepare them for STEM rather than using a prescriptive approach as mentioned in the last statement. Thus, the sense of urgency and concern to address the underrepresentation of Black males in STEM is shared by educators, employers, government agencies, and researchers alike (McGee & Robinson, 2019). Thus, research is needed to examine the intersection of gender and race to discover ways to engage students from underserved groups in STEM college and career pathways (McGee & Robinson, 2019).…”

Section: Introductionmentioning

confidence: 99%

Representation matters: A case study of ethnic matching aimed at building an environment of success for Black males

Fletcher

2023

J Multicult Couns & Deve

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The purpose of this study was to examine instructional and cultural supports that school stakeholders used to meet the needs of high school Black males participating in an academy of engineering. Based on interviews, three themes emerged: (a) representation matters—culturally responsive caring adults and role models; (b) teaching navigational life skills; and (c) targeted culturally responsive supports (or lack thereof). These factors promoted a culture conducive for engaging Black males and cultivated their success.

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Introduction

Cited by 9 publications

References 0 publications

Trends in the underrepresentation of women of color faculty in engineering (2005–2018).

Trends in the underrepresentation of women of color faculty in engineering (2005–2018).

Outcomes of an Integrated STEM High School: Enabling Access and Achievement for All Students

Representation matters: A case study of ethnic matching aimed at building an environment of success for Black males

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