Diversifying the Engineering Workforce

Chubin, Daryl E.; May, G.S.; Babco, Eleanor L.

doi:10.1002/j.2168-9830.2005.tb00830.x

Cited by 326 publications

(293 citation statements)

References 10 publications

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“…However, when looking at doctoral faculty that are minority they are barely visible, regardless of field. They are even less represented at the highest ranks and less likely to be tenured 27 . Patitu & Hinton cited conflicting information, unwritten rules, higher expectations for minority faculty than others, and the absence of mentoring and direction from others as reasons for tenure and promotion frustrations 23 .…”

Section: Experiencesmentioning

confidence: 99%

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Ross¹,

Fletcher²,

Cox³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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A first year Engineering Education doctoral student at Purdue University. Ms. Trina L Fletcher, Purdue University, West LafayetteTrina Fletcher is an Engineering Education doctoral student at Purdue University. Her research focus includes process excellence and total quality management (TQM) methodologies as a way to improve engineering related activities within industry and education. She is also interested in research around recruiting and retaining underrepresented minorities and women in STEM. Prior to Purdue, she spent time in industry holding technical and operations-based roles and has experience with informal STEM community and outreach projects. She holds a BS degree in Industrial Technology and a MS degree in Engineering Management. Hispanic student numbers rose from 3 percent to 13 percent, Asian/Pacific Islander students rose from 2 percent to 6 percent, and the percentage of Black students rose from 9 percent to 14 percent. However, the faculty demographic has not kept pace with the increase in URM enrollment. The percentage of URM faculty has remained flat over the last 20 years, hovering at just a little over 5 percent.Researchers, educators, and practitioners believe that in order for students to succeed academically, they need role models and mentors with whom they can identify. Racial and ethnic diversity has both direct and indirect positive effects on the educational outcomes and experiences of students. The campus climate improves when the diversity of the student population matches that of the faculty. Students from majority groups equally benefit from learning and exchanging ideas in a multicultural environment, offering a wider range of research and a broader representation of alternative perspectives. Therefore, the shift in American demographics over the next ten years changes the question from whether colleges and universities want to support diversity in their faculty distribution to how colleges and universities will accommodate this necessity.Thus, this is a review of the literature on one demographic in engineering academe, the African American woman. African American women are at the intersection of two of the most pervasive prejudices in this country: racism and sexism. This review will unveil some of the unique challenges African American female engineering faculty due to the intersectionality of race and gender. In order, to increase the numbers, the engineering education community must first fully understand the barriers these women face.

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Section: Experiencesmentioning

confidence: 99%

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Ross¹,

Fletcher²,

Cox³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

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“…It withholds from many talented youth the economic opportunities that follow from technical degrees and careers. It also shows a lack of "cultural competence," where engineering presents itself as insensitive to cultural aspects of society and less relevant to members of other cultures (Chubin, May & Babco, 2005). The lack of a diverse workforce also prevents engineering firms from being responsive to the shifting technological needs of a rapidly changing population that is becoming more subject to the demands of a globalized marketplace (Katehi, Pearson, & Feder, 2009).…”

Section: Current Initiatives To Broaden the Engineering Pipelinementioning

confidence: 99%

How Professional Development in Project Lead the Way Changes High School STEM Teachers’ Beliefs about Engineering Education

Nathan¹,

Atwood²,

Prevost³

et al. 2011

Journal of Pre-College Engineering Education Research (J-PEER)

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“…The competitiveness of the U.S., which is linked to the standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers [2,3,[5][6][7]. Serious concerns have been raised about whether the U.S. is adequately preparing the next generation [8] for the demands of an increasingly high-tech and interdisciplinary workplace, and whether enough scientists, engineers, and highly skilled workers are being produced [9][10]. The post-recession world economy is going to be defined by a New Normal -one that may require us to adopt game-changing strategies for industry to remain competitive in an interconnected world and for academia to equip engineers with the appropriate competencies.…”

Section: Preparing Engineers For the 21mentioning

confidence: 99%

An Industry-University Partnership to Foster Interdisciplinary Education

Mistree¹,

Siddique²,

Pournik³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Farrokh's passion is to have fun in providing an opportunity for highly motivated and talented people to learn how to define and achieve their dreams. His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic engineers-those who have developed the competencies to create value through the realization of complex engineered systems.Email URL http://www.ou.edu/content/coe/ame/people/amefaculty/mistree.html LinkedIN http://www.linkedin.com/pub/farrokh-mistree/9/838/8ba Prof. Zahed Siddique, University of OklahomaZahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU's FSAE team.

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Diversifying the Engineering Workforce

Cited by 326 publications

References 10 publications

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

How Professional Development in Project Lead the Way Changes High School STEM Teachers’ Beliefs about Engineering Education

An Industry-University Partnership to Foster Interdisciplinary Education

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