Strategic Growth Area: Equity and Social Disparity in the Human Condition (ESDHC)
Permanent URI for this collection
ESDHC explores and analyzes crucial issues related to diversity, especially those highlighted through the application of the analytical lens of intersectionality, emphasizes the simultaneous possession of multiple identities for all human beings, producing unique interactions among the identities and factors such as place and social institutions that have implications for experience and life chances.
Scholarship about social disparities and difference in the human condition build on VT strengths in the areas of Health and the Environment, Identities and Culture, and Institutions, Organizations, and Policy (e.g., education, political and policy systems, businesses, and markets). Thematic areas include food security and systems, the built environment, the natural environment, sustainable global prosperity, public health, or innovative technologies.
Browse
Browsing Strategic Growth Area: Equity and Social Disparity in the Human Condition (ESDHC) by Department "Engineering Education"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
- The correlation between undergraduate student diversity and the representation of women of color faculty in engineeringMain, Joyce B.; Tan, Li; Cox, Monica F.; McGee, Ebony O.; Katz, Andrew (2020-10-21)Background Despite the critical role of faculty diversity in the persistence and academic experiences of undergraduate students as well as in the development of engineering innovations, women of color (WoC) faculty are still underrepresented in engineering programs across the United States. Purpose/Hypothesis This study identifies whether the demographic composition of undergraduate engineering students is correlated with the representation of WoC faculty. It also highlights the institutional- and departmental-level factors that contribute to the race-gender diversification of the engineering professoriate. Design/Method Informed by organizational demography as the theoretical framework, the methods include linear and logit regression analyses. Data come from the American Society for Engineering Education, the Integrated Postsecondary Education Data System, and the American Community Survey, and include engineering departmental-level observations across 345 institutions over 12 years. Results Engineering departments that award more bachelor's degrees to women African American/Black undergraduate students are more likely to employ relatively more African American/Black women faculty. This positive relationship is also found among Asian Americans and Hispanics/Latinas. Conclusions Research findings demonstrate the relationship between engineering undergraduate composition, as well as other departmental- and institutional-level factors, and the prevalence of WoC faculty. The findings highlight important areas for stakeholders and academic administrators to consider when developing strategies and programs to diversify the composition of engineering faculty.
- Illuminating inequality in access: Variation in enrollment in undergraduate engineering programs across Virginia's high schoolsKnight, David B.; Grohs, Jacob R.; Bradburn, Isabel S.; Kinoshita, Timothy J.; Vaziri, Stacey; Matusovich, Holly M.; Carrico, Cheryl (2020-10-06)Background Determining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place-based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research. Purpose/Hypothesis This study takes a macroscopic systems view of engineering enrollments to understand variation across one state's public high school rates of engineering matriculation. Design/Method This study uses a dataset from the Virginia Longitudinal Data System that includes all students who completed high school from a Virginia public school from 2007 to 2014 (N= 685,429). We explore geographic variation in four-year undergraduate engineering enrollment as a function of gender, race/ethnicity, and economically disadvantaged status. Additionally, we investigate the relationship between characteristics of the high school and community contexts and undergraduate engineering enrollment across Virginia's high schools using regression analysis. Results Our findings illuminate inequality in enrollment in engineering programs at four-year institutions across high schools by gender, race, and socioeconomic status (and the intersections among those demographics). Different high schools have different engineering enrollment rates among students who attend four-year postsecondary institutions. We show strong associations between high schools' engineering enrollment rates and four-year institution enrollment rates as well as moderate associations for high schools' community socioeconomic status. Conclusions Strong systemic forces need to be overcome to broaden participation in engineering. We demonstrate the insights that state longitudinal data systems can illuminate in engineering education research.
- Illuminating systematic differences in no job offers for STEM doctoral recipientsKinoshita, Timothy J.; Knight, David B.; Borrego, Maura Jenkins; Bortz, Whitney E. Wall (2020-04-29)This study examines differences across demographic subgroups in the phenomenon of recent doctoral recipients seeking work but having no job offers for employment. Gender and race/ethnicity have been identified as two characteristics with considerable issues of representation in a number of science and engineering fields, particularly at the doctoral level. Using the NSF Survey of Earned Doctorates dataset, which includes over 298,000 respondents in the biological sciences, engineering, and physical sciences since 1977, we use logistic regression modelling to examine the likelihood of doctoral recipients having no offers at the time of graduation as a function of race, gender, family and funding variables. We find that across the fields of biology, engineering, and physical sciences, women and underrepresented minorities have a higher prevalence of having no job offers, but this relationship has notable interaction effects for family variables and doctoral program funding mechanism. Importantly, marital status accounts for differences in job offers between genders that deserves further exploration.
- MAKER: An Ethnography of Maker and Hacker Spaces Achieving Diverse ParticipationRiley, Donna M.; McNair, Lisa D.; Masters, Sheldon (ASEE, 2017-06)Some have hailed the emergence of maker spaces as an opportunity to broaden participation of underrepresented groups in science, technology, engineering, and math (STEM) education, engaging participants in open, creative, and supportive spaces for learning and applying practical STEM knowledge. Others have questioned the potential of these spaces, as many maker and hacker spaces seem to be enacting certain norms that are more conducive to participation of white, male, middle-class, able-bodied hobbyists. Nonetheless, there are spaces noted for participation of homeless makers, women, people of color, and people with different kinds of abilities. This project considers how diverse maker spaces are conceived, constructed and operated to actively involve groups traditionally underrepresented in STEM, and collectively identify practices that can inform the design and operation of campus and community maker or hacker spaces that presently struggle to achieve diversity. The research employs ethnographic methods and Critical Discourse Analysis (CDA) to characterize spaces in terms of their physical and linguistic artifacts. Here we report results from preliminary research examining online and published artifacts from our cohort of diverse maker spaces in preparation for direct observations beginning in summer 2017. Research questions explored through this first phase of the project include: (1) What practices and artifacts do participants in diverse maker and hacker spaces employ to establish and maintain environments that are diverse and inclusive? (2) What does the discourse in diverse maker and hacker spaces reveal about how meaning and value are co-constructed around identity, creativity, and the culture of production / the production of culture in engineering? (3) What best practices emerge from diverse maker and hacker spaces, and how can these translate to design or transformation of existing maker spaces on campuses and in communities?