Investigating Tenure Experiences of Foreign-Born Women Faculty in Engineering at the California State University System

Abstract

The number of engineering doctoral degrees awarded to foreign-born (international) students has increased in the past three decades. It has resulted in an increase in the foreign-born professoriate across the USA. To address gender parity and address the needs of a diverse student population, many universities are increasingly recruiting foreign-born women faculty. While their immigration status is their transitional identity, they do have a distinctive racial/ethnic identity. Unfortunately, issues of foreign-born faculty, especially women, are understudied. A pilot study was carried out at the California State University System to assess the needs of women faculty. A survey was administered to the engineering faculty (all identity groups) across California State University System. This paper examines the tenure navigation of foreign-born women faculty to identify their needs to attain tenure and promotion successfully. Resource satisfaction between the populations based on gender and foreign-born status are compared. Based on the evidence presented, the authors argue that foreign-born status should be considered as one of the parameters in planning retention programs and addressing intersectionality for engineering academics. Some ongoing efforts at the California State University System are also reported.