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Browsing by Author "Huggins, Natali"

Now showing 1 - 2 of 2
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    Catalyzing Organizational Change for Equity in Graduate Education: A Case Study of Adopting Collective Impact in a College of Engineering
    Lee, Walter C.; Holloman, Teirra K.; Knight, David B.; Huggins, Natali; Matusovich, Holly M.; Brisbane, Julia (MDPI, 2024-03-10)
    Graduate education in engineering is an extremely challenging, complex entity that is difficult to change. The purpose of this exploratory research paper was to investigate the applicability of the Collective Impact framework, which has been used within community organizing contexts, to organize the change efforts of a center focused on advancing equitable graduate education within engineering. We sought to understand how the conditions of Collective Impact (i.e., common agenda, backbone organization, mutually reinforcing activities, shared measurement system, and continuous communication) could facilitate the organization of equity-focused change efforts across a college of engineering at a single institution. To achieve this, we took an action research approach. We found the Collective Impact framework to be a useful tool for organizing cross-sectional partnerships to facilitate equity-focused change in graduate education; we also found the five conditions of Collective Impact to be applicable to the higher education context, with some intentional considerations and modifications. Through coordinated efforts, the Collective Impact framework can support the goal of reorienting existing decentralized structures, resource flows, and decision processes to foster bottom-up and top-down change processes to advance equitable support for graduate students.
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    Structural Impediments Impacting Early-Career Women of Color STEM Faculty Careers
    Woods, Johnny C.; Lane, Tonisha B.; Huggins, Natali; Leggett Watson, Allyson; Jan, Faika Tahir; Johnson Austin, Saundra; Thomas, Sylvia (MDPI, 2024-05-28)
    Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines.