Undergraduate Engineering Education: Creating Space for Multiply Marginalized Students
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Women in Engineering Division (WIED) Technical Session 7 - Multi-URM Perspectives
- Tagged Division
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Women in Engineering Division (WIED)
- Tagged Topic
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Diversity
- Permanent URL
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https://strategy.asee.org/48182
Paper Authors
Janne Mishanne Hall Morgan State University
Dr. Janne Hall is an adjunct at Morgan State University and Texas Southern University. She teaches undergraduate electrical and computer engineering courses. She is also a committee member for the implementation of new engineering programs and curriculums for existing programs. Dr. Hall earned a BS in electronic engineering and a MS in computer science from Texas Southern University, and a PhD in electrical engineering from Jackson State University.
Dr. Hall worked as a RF (Radio Frequency) Engineer in the cellular communications industry for several years. Performing optimization, signal strength testing and performance of cellular towers.
Dr. Hall participated in the inaugural cohort for the NSF and ASEE eFellow Postdoctoral Fellowship program, hosted at Morgan State University. Where she conducted research to discover evidence-based pathways to achieve racial equity, and address formation and population parity of underrepresented groups (blacks/females) within and across academia and industry. Also addressing how to alleviate developmentally challenges of identity, resilience, resistance, and other barriers to success for those underrepresented. Research interest also include cybersecurity for critical infrastructures in the U.S.
Temberlenn Donald Ashton Hall Northwestern Oklahoma State University
Temberlenn attends Northwestern Oklahoma State University. He is double majoring in psychology and theater. His research interest includes examining the impacts social perspective, historical and systemic influences have on the experiences of Blacks and on their mental health. Also, focusing on experimental research to address societal and psychological issues affecting Black communities.
Abstract
Research regarding systemic inequalities in the science field has uncovered scarce opportunities and insufficient support for underrepresented groups. This research provides evidence of inequalities related to multiply marginalized students. The work in this research is to address the intersectionality in these multiple identities in an effort to provide inclusion for the affected marginalized groups. Intersectionality framework considers how multiple characteristics—in this research, race and gender affect an individual socially in contrast to separating the characteristics for individual examination. Minorities, specifically Black females, continue to contribute significantly to the underrepresented in science, technology, engineering, and math (STEM) in academia and in the workforce, particularly electrical engineering. The barriers indicated in this representation often lean toward interest, gender biases, preparedness, and the invisibility of self- identification in mentors. Using mixed methods including literature reviews and surveys, this paper examined those methods and compared them to existing social and balanced identity theories and interventions to address identity formation as a salient developmental challenge, resilience, and resistance of Black females in the engineering field. In this research undergraduate engineering students (N = 58) responded to a questionnaire measuring STEM-inclusivity, identity, preparedness, assessed the scholar’s perspective on their involvement in STEM, and psychological effects the students endured during enrollment in a STEM program. Additionally, from this investigation, this paper suggests methods for creating space for multiply marginalized students to broaden participation in undergraduate engineering.
Hall, J. M., & Hall, T. D. A. (2024, June), Undergraduate Engineering Education: Creating Space for Multiply Marginalized Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48182
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