Mapping diversity and inclusion in student societies: A social network perspective

Karimi, Faezeh; Matouš, Petr

doi:10.1016/j.chb.2018.07.001

Cited by 16 publications

(9 citation statements)

References 47 publications

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“…A structurally diverse population has a proportional representation of people from different demographic and intellectual backgrounds, which may have a beneficial impact on personal, societal, and educational outcomes (Denson and Chang 2009). However, structural diversity is not sufficient to achieve the full benefits of diversity (Karimi and Matous 2018). In addition to representation, meaningful and interpersonal interactions between peers from diverse groups (Pearson and Alexander 2020) and curricular or cocurricular diversity (Simmons et al 2014) are needed.…”

Section: Diversity Of Diversitymentioning

confidence: 99%

Recognizing Differences in Underrepresented Civil Engineering Students’ Career Satisfaction Expectations and College Experiences

et al. 2021

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Student career satisfaction expectations and college experiences are an underutilized map toward attracting and sustaining the interest of underrepresented groups (URGs) in the civil engineering and construction industry. URGs provide indispensable contributions to the development of the built environment; however, URGs in civil engineering have not received sufficient attention to their unique expectations and experiences. Furthermore, diversity and inclusion efforts still are special practices in civil engineering, and are far from a conventional factor of professional respectability. Leveraging a national survey data set of responses from senior level undergraduate engineering students (n ¼ 4,605), this study found measurable differences in career satisfaction expectations and college experiences between URGs and non-URGs in civil engineering. From the survey, 830 senior-level students majoring in civil engineering and construction related fields provided their career satisfaction expectations and undergraduate cocurricular experiences. Welch's t-test and Hedges' g were used to measure the significant differences in career satisfaction expectations between URGs and non-URGs. A frequency distribution was created and paired with chi-squared test for independence and Cramér's V to measure the difference in undergraduate participation in cocurricular activities between URGs and non-URGs. The results of this study showed URGs' career satisfaction expectations and cocurricular activities significantly differed from those of non-URGs. URG students reported more interest in helping others and in volunteering with charity groups in their careers. URG students also reported higher participation in cocurricular activities such as contributing as a member of an organization for women and/or minorities in engineering, acting as a member of an outreach club, and working a work-study or other type of job to pay for college. The findings presented in this paper highlight the need for the civil engineering profession to move beyond monolithic traditions, which can perpetuate exclusion.

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Section: Diversity Of Diversitymentioning

confidence: 99%

Recognizing Differences in Underrepresented Civil Engineering Students’ Career Satisfaction Expectations and College Experiences

et al. 2021

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“…In Moreno (1960), the dining table partner choices of the girls' school dormitory were studied. According to Karimi and Matous (2018), the research applies social network analysis to map students' social activities. Leveraging large-scale data on students' participation in social activities at a major public university demonstrated how to adapt social network analysis to visualise the student's overall social structure and explore a mixed and separate social group at the core and the scope of the student's extracurricular activities.…”

Section: Social Network Analysismentioning

confidence: 99%

Social Network Analysis of College Student Group Selection: Case Study

Noonpakdee

2021

IJMKL

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“…It is one thing to bring diverse students together to work on collaborative projects, but does this diversity cross outside of those boundaries? Measuring this concept is difficult, though it has been accomplished by analyzing social networks (58). Anecdotally, we have observed several cross-institutional friendships develop where students attended extracurricular activities at the other institution.…”

Section: Volume 21 Numbermentioning

confidence: 99%

Fostering Inclusion through an Interinstitutional, Community-Engaged, Course-Based Undergraduate Research Experience

Malotky

Mayes

Price

et al. 2020

J Microbiol Biol Educ.

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Creation of an inclusive environment requires a culture of equity, justice, value and respect for diverse backgrounds, and opportunities for students to engage with communities while addressing issues in science and society. These tasks are particularly challenging for institutions lacking a diverse population. Here, we demonstrate evidence of a successful model for creating an inclusive environment in an interinstitutional course between a large, public, historically black institution and a small, private, primarily white institution. Because many individuals from underrepresented minority groups tend to value communal goals of working together and helping their communities, we incorporated two high-impact practices of community-engaged learning and course-based undergraduate research experiences (CUREs) focused on health disparities research in neighboring communities. Although the research projects varied each semester, they were linked by their impact on and engagement with the community. Students practiced cultural competency skills in both small group projects within the class and engagement activities in the community. We measured the efficacy of CURE components (novel authentic research, scientific process skills, iteration, collaboration, and broader impact) through a combination of direct and indirect assessments, quantitative and qualitative analysis. More than simply scientific skills, students from both institutions developed lasting interest in working with diverse populations as well as respecting and valuing different backgrounds. This inclusive environment, combined with increased interest in research, suggests that this course could potentially serve as a model for interinstitutional collaborations in creating inclusive environments that support the future success of diverse students, eventually changing the STEM research culture.

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Mapping diversity and inclusion in student societies: A social network perspective

Cited by 16 publications

References 47 publications

Recognizing Differences in Underrepresented Civil Engineering Students’ Career Satisfaction Expectations and College Experiences

Recognizing Differences in Underrepresented Civil Engineering Students’ Career Satisfaction Expectations and College Experiences

Social Network Analysis of College Student Group Selection: Case Study

Fostering Inclusion through an Interinstitutional, Community-Engaged, Course-Based Undergraduate Research Experience

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