Deciding to stay: The intersection of sex and race/ethnicity

Litzler, Elizabeth; Samuelson, Catherine

doi:10.1109/fie.2013.6685150

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Community cultural wealth is a good theoretical fit for this analysis. Data for the article are drawn from research conducted by the authors through the Project to Assess Climate in Engineering (PACE), a large mixed methods study funded by the Alfred P. Sloan Foundation from 2006 to 2013 (Litzler & Samuelson, ; Litzler & Young, ). The PACE study was designed to examine the climate in undergraduate engineering with a focus on persistence and a special interest in the experiences of women and underrepresented minority students.…”

Section: Methodsmentioning

confidence: 99%

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Community Cultural Wealth: An Assets‐Based Approach to Persistence of Engineering Students of Color

Samuelson

Litzler

2015

J of Engineering Edu

Self Cite

183

157

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Background Community cultural wealth, or the types of cultural capital that students of color employ, has been used to understand the persistence of students of color in engineering. The assets-based theory of community cultural wealth helps identify the cultural resources that these students develop in their families and communities and bring to engineering. This theory problematizes the experiences of students of color in the context of an educational system designed for White males.Purpose The study sought to answer four research questions: What types of community cultural wealth did African American and Latino students rely on through their engineering programs? How did the different types of capital contribute to student persistence? What differences emerged between African American and Latino students? What differences emerged at the intersection of race/ethnicity and gender?Design/Method We applied secondary qualitative analysis to interviews with 31 engineering undergraduates: 11 African American students and 20 Latino students from 11 universities.Results Each type of community cultural wealth took various forms and contributed to student persistence. Students alluded to navigational and aspirational capital most often. African American men and women activated particular types of capital differently. Women with different racial/ethnic backgrounds also relied on different forms of capital or methods of activation. ConclusionsThe types of capital are dynamic in how they interact with one another.Community cultural wealth is a useful assets-based construct for the study of persistence of engineering students of color.

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Section: Methodsmentioning

confidence: 99%

“…Increasing diversity can contribute to greater innovation in the engineering field in the United States (Frehill, DiFabio, & Hill, ). To understand factors that support historically underrepresented student persistence, it is important to examine what works specifically for different groups of students (Litzler & Samuelson, ).…”

Section: Introductionmentioning

confidence: 99%

Community Cultural Wealth: An Assets‐Based Approach to Persistence of Engineering Students of Color

Samuelson

Litzler

2015

J of Engineering Edu

Self Cite

183

157

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“…Studies have demonstrated that diverse groups tend to be more creative and innovative in their problem-solving strategies -a trend that the field of engineering strives for [46], [56]. As a result, it is imperative that engineering education examine and restructure the delivery of content and incorporate more sociocultural content in engineering curriculum to attract and retain more talented diverse students [57] and prepare engineers to solve the world's complex problems.…”

Section: Background 21 Engineering Practices and Culturementioning

confidence: 99%

Receiving curricular messages: Engineering students’ understandings of valued practices in their field

Clancy,

Cabrera,

Bork

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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she/they) is a Ph.D. candidate in Mechanical Engineering at the University of Michigan. She earned a B.S. in Mechanical Engineering from the University of Maryland, Baltimore County (UMBC) and an M.S. in Mechanical Engineering from the University of Michigan. Her current research focuses on idea development and ideation tools, divergent thinking, and engineering curricular practices and culture. Her research interests include front-end design practices, sociotechnical knowledge and skills, and queer student experiences in engineering. Their work is motivated by their passion for and experiences with inclusive teaching and holistic mentorship of students, seeking to reimagine what an engineer looks like, does, and who they are, especially for queer folks, women, and people of color, through empowerment, collaboration, and co-development for a more equitable world. Shannon is also a Senior Receiving curricular messages: Engineering students' understandings of valued practices in their field Abstract This research paper examines the curricular messages perceived by students about what practices are valued and central to engineering work.Emphasis on certain practices, and de-emphasis on others, can impact if students see themselves as engineers and their interests in engineering. In this study, we compared the experiences of two 3rd-year Industrial Engineering students and two 3rd-year Mechanical Engineering students through semi-structured interviews. We analyzed these data guided by Holland and colleagues' figured worlds framework to build an understanding of the engineering practices and skills students perceived as important in their courses, what values, activities, and interests were encouraged and discouraged by their instructors and peers, and how these practices and skills aligned or misaligned with student career and engineering interests. Our findings showed that teamwork, problem-solving, technical communication, and using foundational technical knowledge were perceived by students as emphasized most in their classes. Students discussed how these practices and skills built the foundation to do their engineering work but were at times dissatisfied with the lack of social considerations around stakeholders, sustainability, and contextual aspects of their work. Students further described career interests to solve complex, societal issues. This paper has implications for incorporating sociotechnical practices and broader careers interest into engineering curriculum.

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Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis

Ong

Jaumot‐Pascual

2020

J of Engineering Edu

100

117

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BackgroundTo address social disparities and generate an innovative workforce, engineering higher education should provide learning environments that benefit students from all backgrounds. However, because engineering programs are not enrolling or retaining women of color at demographic parity, a better understanding of these students' experiences is needed to develop effective interventions.PurposeThis study analyzes research on women of color in undergraduate engineering education to determine what influences their experiences, participation, and advancement. We identify challenges to and strategies for persistence and present recommendations for engineering institutions to create interventions that support women of color and mitigate institutional inequities.Scope/MethodUsing the snowballing method, we identified 65 empirical studies published between 1999 and 2015 that met the criteria for this review. These studies represented qualitative, mixed‐methods, and quantitative methodologies from various fields. We conducted a systematic thematic synthesis, informed by frames of intersectionality, critical race theory, and community cultural wealth.ConclusionsWomen of color use navigational strategies to address the social pain of race and gender inequity in engineering education. Institutions should take responsibility for generating a sense of belonging for women of color and provide social and structural supports that increase self‐efficacy, address social pain, and improve retention.

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Deciding to stay: The intersection of sex and race/ethnicity

Cited by 3 publications

References 23 publications

Community Cultural Wealth: An Assets‐Based Approach to Persistence of Engineering Students of Color

Community Cultural Wealth: An Assets‐Based Approach to Persistence of Engineering Students of Color

Receiving curricular messages: Engineering students’ understandings of valued practices in their field

Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis

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