Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Farzana Rahman, Syracuse University; Elodie V. Billionniere, Miami Dade College; Sinchana Sulugodu Shashidhara, Syracuse University

Tagged Topics

Diversity

conference, RESET, was designed to understand the barriers and challenges faced byreturning women to (re-)enter computing and tech education and career path. The conference wasdesigned to provide:(a) a platform that supports collaborative discussion on effective strategies having a real impact onbringing more returning females in computing and tech fields(b) a platform to explore and identify barriers and challenges for returning women to enter computingand tech(c) to foster knowledge on what strategies do returning women currently utilize to enter the educationaland professional pipeline of computing and tech disciplines(d) knowledge to participants on existing programs, career options and skill building opportunities oncomputing and tech degrees

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Esther Jose, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Experiences of engineering women faculty in the era of affirmative actionThe purpose of this work in progress research paper is to explore the pervasiveness of thenarrative that women succeed easier in STEM/ Engineering careers because they are women.While extensive literature has documented that women still face significant discrimination inacademic spaces, the narratives of growing commitments to Diversity, Equity and Inclusion(DEI) efforts, and especially those related to affirmative action, by institutions often misleadpeople to believe that such efforts reflect in direct benefits that give an advantageous edge towomen and other minorities. This paper explores these dynamics by asking if women faculty andgraduate students, who

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Lisa Cole, Lassonde School of Engineering, York University; Michelle Tsui-Woods, k2i academy, Lassonde School of Engineering, York University; Vanessa Ironside, k2i academy, Lassonde School of Engineering, York University

Tagged Topics

Diversity

population identify as Indigenouspeoples (Statistics Canada, 2016), however, only 0.6 percent of undergraduate engineeringstudents enrolled in accredited engineering programs in Canada identify as Indigenouspeoples (Engineers Canada, 2020). This is not representative of our society. According tothe report on Indigenous Peoples’ Access to Post-Secondary Engineering Programs, factorssuch as unemployment, poverty, insufficient access to prerequisite STEM courses in highschool education, and limited information about career opportunities are all factors thatcontribute to the challenges. (Ricci, 2016) Statistics Canada reports that 29 percent ofIndigenous peoples in Canada do not graduate high school. (Statistics Canada, 2013)According to Engineers

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

significantly impact the quality ofscience as Beilock [4] suggests that diverse teams produce better outcomes across industries.While there are many factors for the low numbers of black women in STEM fields, one aspect isthe underrepresentation of Black women scientists in popular media [5]. Gender stereotypes ofSTEM professionals in the media influence students’ stereotyped perceptions of STEM [6]. Thereis little representation for Black scientists in films, TV shows, and other media and of the limitedrepresentations many are negative depictions [7] which could potentially have a negative impacton young Black women’s academic and career choices.The purpose of this study is to analyze the representation of Black women in STEM and Non-STEM roles in

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Felicity Bilow, Clarkson University; Jan DeWaters P.E., Clarkson University

Tagged Topics

Diversity

Engineering Attitudes Survey [36, 37]. As a whole, the Likert-type itemsfocused on social responsibility in engineering, how engineering and society are intertwined,students’ motivations for pursuing a career that involves helping people, their academic andengineering self-confidence, and their sense of belonging/satisfaction with engineering. Findingsfrom the student responses to these Likert-type items will be discussed in a future paper. Thiscurrent research focuses on student responses to six out of the nine open-ended questions,created specifically for this study. These open-ended questions appeared at the end of the surveyand provided students the opportunity to elaborate on how the course they were enrolled inaffected their sense of belonging