Displaying results 1 - 30 of 31 in total
- Conference Session
- Navigating Diversity and Equity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Julie M. Smith, CSEdResearch.org
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- Diversity
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- Minorities in Engineering Division(MIND)
, equity, andinclusion at a given institution [6–8]. Similarly, a literature review that predated the new legallandscape focused on the preparation of engineering faculty to address DEI issues [9]. It found apaucity of studies, leading to the conclusion that faculty DEI-related beliefs are not often studied.Synthesizing the studies that do exist, the authors conclude that most engineering faculty believethat DEI efforts are important, but they do not act on those beliefs due to lack of support. Worksurrounding perceptions of DEI as an intellectual movement, political issue, and/or target oflegislation (as opposed to the DEI-related climate or willingness to enact DEI efforts) are lesscommon (In other words, the literature explores faculty beliefs
- Conference Session
- Empowering Diversity in Engineering Education: Strategies and Impacts
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jordan Williamson, CSEdResearch; Julie M. Smith, CSEdResearch.org; Monica McGill, Institute for Advanced Engineering
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- Diversity
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- Minorities in Engineering Division(MIND)
support students have been enacted. Excerpts from semi-structured interviews were coded then synthesized into a narrative outlining the anticipated changes mentioned by participants. Findings. Participants noted three key areas of concerns: impacts on student recruitment, impacts to student support, and impacts to faculty and staff, including the frustration and confusion felt by faculty who want their students to succeed and are unsure how to help without appearing to violate laws. Reductions in students, staff, and faculty from historically marginalized backgrounds is also anticipated. Implications. While much more evidence on impacts of these new laws will grow over the next few years, faculty, staff
- Conference Session
- Advancing Equity in STEM Academia: Insights and Strategies
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Joseph Leon Henry, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Eva Fuentes-Lopez, University of California, San Diego
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- Diversity
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- Minorities in Engineering Division(MIND)
to advanced STEM courses during K-12 education, insufficient mentorshipopportunities, and a lack of representation in STEM faculty and leadership roles can createbarriers for these students are all barriers for these students (Dias, 2017). In addition to the lack of diversity concerning race and ethnicity, engineering educationhas continued to conserve a gender gap. Although women are enrolling in college at higher ratesthan men, engineering education is still largely homogeneous and heavily dominated by men(Camacho & Lord, 2013). Expanding upon the pre-existing gender disparity, it is noteworthy toacknowledge that women encounter implicit bias within the engineering pathway and may alsocontend with stereotype threat, creating an
- Conference Session
- Cohort-Based Postdoctoral Scholars Program, Transforming the National Engineering Education, Defining Accountability, and Evaluating the Low-Stakes Assessment Performance
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Ayanna Howard, The Ohio State University; Martina Leveni; Tatiana Z. Cuellar-Gaviria; Colin Lee Hisey; Daniel Raphael Ejike Ewim, The Ohio State University; Leonardo Rodrigues da Costa Moraes; Beenish Saba; Shawanee' Patrick, Texas A&M University
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- Diversity
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- Minorities in Engineering Division(MIND)
scholars. The deliberate placement of more than one scholar in engineeringdepartments also increased the likelihood that scholars would be integrated into the cultures ofthe departments where they will transition to become tenure-track faculty. Finally, with intersectionality as a focus of scholars’ mentorship experiences, they reliedon resources tailored to their personal needs at the institution. Although there are limitednumbers of underrepresented engineering faculty in the organization, many scholars engagedwith them intentionally and formed high-quality relationships that have led to new opportunitiesresulting in their early success as independent researchers.Implications There are five primary implications/recommendations that
- Conference Session
- Advancing Equity in STEM Academia: Insights and Strategies
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Milagros Rivera, George Mason University; Supriya Baily, George Mason University; Patrick Willette Healey, George Mason University; Trish Wonch Hill, University of Nebraska, Lincoln; Tehama Lopez Bunyasi, George Mason University; Leigh S McCue, George Mason University; Girum Urgessa, George Mason University
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- Diversity
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- Minorities in Engineering Division(MIND)
COACHE instrument, whichincludes assessment of “[s]upport for teaching, research and service, shared governance, andappreciation and recognition for work” [4]. Our study evaluates several data sets that measured theinstitutional culture of Mason, including Harvard COACHE, Quality of Work Life, and GallupFaculty and Staff Experience survey data sets.1.1.1 COACHE Faculty SatisfactionThe Harvard Collaborative on Academic Careers in Higher Education (COACHE) surveyprovided George Mason with a Faculty Job Satisfaction Report that summarizes the quantitativeresults across the COACHE themes, noting strengths and concerns. The COACHE themes includethe nature of work: research, teaching, and service; tenure and promotion; personal and familypolicies; and
- Conference Session
- Empowering Marginalized Voices in STEM: Perspectives and Initiatives
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico
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- Diversity
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- Minorities in Engineering Division(MIND)
Paper ID #44516Growing Graduate Mentors Through a Summer Intensive Research InstituteProf. Tryphenia B. Peele-Eady Ph.D., University of New Mexico Dr. Tryphenia B. Peele-Eady (Ph.D., Claremont Graduate University) is a Professor in the Department of Language, Literacy, and Sociocultural Studies (LLSS) in the College of Education and Human Sciences at the University of New Mexico, where she specializes in African American education and qualitative research methods. She holds a secondary appointment in the Department of Anthropology and is an affiliated faculty member in Educational Linguistics and the Department of Africana
- Conference Session
- Mentoring, Case Study of Racial and Ethnic Diversity, Identity Dilemmas, Cultural Homelessness and Intersectionality, and Transfer Students
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- 2023 ASEE Annual Conference & Exposition
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- Monica Farmer Cox, The Ohio State University; Kristen Moore, University at Buffalo, The State University of New York
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- Diversity
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- Minorities in Engineering Division(MIND)
for sharing her true feelings and concerns[7]. Freyd[8]refers to such fear as betrayal trauma, resulting in increased harm and violation of trust from a closerelationship (in this case a colleague). Smith and Freyd [9] offer insights about harm as they explaininstitutional betrayal, a concept that refers to an organization’s misalignment with the values andprinciples it professes (e.g., the promotion of diversity, equity, inclusion, and sisterhood). Couple thisbetrayal with issues of power and privilege that accompanies white supremacy and patriarchal oppression,and the breeding ground for harm has been created.When defining harm, we are compelled by depictions of harm that acknowledge the many faces of oppression.IM Young[10] (1990) explains
- Conference Session
- Voices of Diversity: Perspectives and Experiences in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Claire MacDonald, The University of Texas at El Paso; Palvi Aggarwal, The University of Texas at El Paso; Xiwei Wang, Northeastern Illinois University; Yun Wan; Shebuti Rayana, The State University of New York at Old Westbury; Rudy Caraballo; Sherrene Bogle, Cal Poly Humboldt
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- Minorities in Engineering Division(MIND)
. Social isolation and lack of belonging in the new institution have been identi-fied as important factors that hinder the development of a social support system that helps studentswith their academic journey [8, 12, 9, 13, 14, 15]. Additionally, academic preparedness [12, 13]plays a key role in student success.To address some of the above-mentioned issues, student advising is crucial. Advising plays a piv-otal role in shaping a student’s academic journey, from navigating the transfer process at commu-nity college to choosing a major at a four-year university [16, 17]. Students expect clear, accurate,and timely information while advisors work tremendously hard to meet student’s expectations.However, with the traditional advising methods, it is
- Conference Session
- Peer Mentorship, Cross-Race Mentoring Relationships, Race, Gender, Student Success, and Career Outcomes
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sylvia L. Mendez, University of Colorado, Colorado Springs; Jennifer Tygret; Anneke Bruwer; Comas Lamar Haynes, Georgia Tech Research Institute; Jacqueline A. El-Sayed, American Society for Engineering Education ; Ray Phillips, American Society for Engineering Education
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- Diversity
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- Minorities in Engineering Division(MIND)
“underrepresented”populations, such as faculty of color and White women (Thorne et al., 2021). Mentoring fromWhite men offers the unique opportunity for underrepresented individuals to gain career insightsand resources; social, professional, and institutional sponsorship; increased feelings of belongingand engagement; and the development of a network of advocates and allies to whom they maynot otherwise have access (Cole et al., 2017; Mendez et al., 2023; Randel et al., 2021; Thorne etal., 2021; Villanueva et al., 2019). For faculty of color in particular, additional support often isneeded to address issues of racism, tokenism, and hostile campus environments (Stanley, 2006),which may manifest in experiences of isolation, questioning of qualifications from
- Conference Session
- COVID-19, Next Generation of STEM Professionals, and Racialized Organizations
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, Texas State University
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- Diversity
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- Minorities in Engineering Division(MIND)
many are stillstruggling to navigate this new, but (un)familiar terrain.V. CONCLUSIONThe onset of COVID-19 was a disruptive force that dramatically changed the way traditionalschooling operated. Both faculty and students were challenged to devise new ways of coping andadjusting to a new reality, making efforts to continue learning and teaching effectively, whiletrying to curtail the threatening effects posed by COVID-19. Unfortunately, COVID-19 did indeedhave some negative and damaging effects to long-standing educational processes, systems, andmodes of operation. Moreover, the virus had deeply impacted personal welfare, mental health, andeconomic outputs of many individuals. This reality becomes more concerning for first generation,low-income
- Conference Session
- Advancing Equity in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Anya Work, Virginia Polytechnic Institute and State University
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- Diversity
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- Minorities in Engineering Division(MIND)
S-STEM provides to support the sense of belonging andultimately persistence of low-income engineering students, it is important to discuss institutionalclassism’s effect on LIS’ feelings of belonging in higher education [3][35][33][39].Understanding the root of an issue enables institutional leaders to make more thoughtful changes.LIS are more likely than their high-income peers to have work or family responsibilities, whichmay mean less time for schoolwork or engagement opportunities [7][12]. In addition to work andfamily responsibilities, LIS may focus more on concerns around tuition and housing and foodinsecurity, which outweighs the desire to engage and increase their sense of belonging [34]. LIScan also feel like an outsider when they
- Conference Session
- Fostering Diversity and Innovation in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Trina L. Fletcher, Florida International University; Madiha Qasim, North Carolina State University; Destiny M Washington, Florida International University; Lesia Crumpton-Young, Texas Southern University
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- Diversity
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- Minorities in Engineering Division(MIND)
=3.30/5) No impact Low impact Medium impact High impactThe HBCU Leadership Impact Survey identified institutional resource constraints, challengeswith state-level funding, the institution’s financial position, and challenges with boards, whichalmost 90% of survey respondents selected. Furthermore, the findings of the HBCU LeadershipImpact Survey suggest that the impact on internal stakeholders is just as much of a concern. Oursurvey found that 69% of HBCU stakeholders felt that president/chancellor turnover at theinstitutions has a “high impact” on faculty engagement, and 52% felt the same about studentengagement. This is highlighted in Table 3 below. Table 3: What, if any
- Conference Session
- Towards a Participatory Action, Retention of Black Students, and Exploring Black Engineering Student Success
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Hermine Vedogbeton, Worcester Polytechnic Institute; Crystal Brown; Gbetonmasse B Somasse, Worcester Polytechnic Institute; Robert Krueger, Worcester Polytechnic Institute
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- Diversity
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- Minorities in Engineering Division(MIND)
results from the data informed the development of interventions to improve the campus climate for Black students. The results of the interventions will be reported in another paper.ResultsThe analysis of the interviews and focus group discussions conducted with Black alumni led tothree (3) major themes to describe their experiences during their time as students at theinstitution. These themes summarized in Figure 1 were further explored through surveys withcurrent students to assess the prevalence and persistence of those issues. We summarize here themain findings by theme. Transition Wellbeing and Belonging Financial Concerns Figure 1
- Conference Session
- Analysis of Feedback Loops, Understanding the Impact of a LSAMP Scholar Program, Sustainable and Equitable Infrastructure, and Indigenous Innovators
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Nicholas M. Bittner, University of North Dakota; Rebecca Kennedy, University of North Dakota; Elizabeth Parton, University of North Dakota
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- Diversity
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- Minorities in Engineering Division(MIND)
non-native population were impressed by the labcapabilities. “We were gladly surprised of the amount of equipment and manufacturing tools and the friendliness that they offer.” -RU Faculty member, professor of biomedical engineeringAdditionally, new relationships were made with people who have different perspectives. Thishelped all participants ruminate on new possibilities for their future careers and professionalgrowth. Finally, they were inspired by the collaboration from this customized 3D printed project. “I've never done a project like this before, but I feel like I learned a lot and I got to make new relationships and meet new people with different perspectives.” - RU student engineer, design team member
- Conference Session
- COVID-19, Next Generation of STEM Professionals, and Racialized Organizations
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Racheida S Lewis, University of Georgia; Trina L. Fletcher, Florida International University; Animesh Paul, University of Georgia
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- Diversity
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- Minorities in Engineering Division(MIND)
lack of engagement withanything during this time. “I am not even sure how to stay engaged in the issues at hand whilecontinuing to be a student.” [F1-6F2-6S]5. Fear Three instances of “Fear” were shared which was defined as being afraid to engage withtheir present or afraid of their future due to their identity as Black people in the U.S. One participant[F1-6F2-6S] shared the following story about their fear of engaging in their present: I'd like to think that most of my peers and faculty members do not support the aggressively racist mentality that some individuals in our country have; however, I am almost more concerned about the racist microaggressions that may be communicated unknowingly. These
- Conference Session
- Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Bruk T Berhane, Florida International University; Vanessa Tran, Utah State University; Agustina Dotta Ceriani, Florida International University
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- Diversity
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- Minorities in Engineering Division(MIND)
’ key concerns, prompting them to be focused and strategic to finish theirdegree on time. At the same time, students in this study also reported experiencing exhaustionand guilt as a result of their inability to concentrate entirely on their studies due to competingfinancial and family responsibilities. These students also mention a lack of interest in utilizinguniversity-provided support systems and other on-campus activities and prefer limitedinteractions with faculty and advisors. Relatedly, Minichiello found that faculty often framedpost-traditional students from a deficit perspective, making it almost essential for these learnersto withdraw and create their own counter-narratives [3]. We posit and hope that as knowledge ofpost-traditional
- Conference Session
- Voices of Diversity: Perspectives and Experiences in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Najme Kishani, University of Toronto; Jason Bazylak, University of Toronto; Aimy Bazylak, University of Toronto
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- Diversity
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- Minorities in Engineering Division(MIND)
the challenges that minoritystudents, particularly women, faced in STEM fields, the alternatives to address those challenges,and the factors that undergraduate students employ to decide about graduate studies. Second, thisstudy is part of a larger research agenda on building pathways for underrepresented minoritypopulations into engineering graduate degrees. In the previous phases of the larger study, weconducted interviews with faculty members, staff, and students at the targeted university. Theanalysis of these interviews was used to inform the survey questions. The survey's validity wasstrengthened further through interviews with five students to identify any issues with the surveyquestions. Four experts in survey design and EDI in
- Conference Session
- Advancing Equity in STEM Academia: Insights and Strategies
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sylvia L. Mendez, University of Colorado, Colorado Springs; Jennifer Tygret
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- Diversity
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- Minorities in Engineering Division(MIND)
. C. A., Hall, J., de Paiva, W. A., Alberga, A., Mu, G. M., Leigh, J. P., & Vazquez, M. S. (2019). Postdoctoral scholars in a faculty of education: Navigating liminal spaces and marginal identities. Arts and Humanities in Higher Education, 18(4), 329–348. https://doi.org/10.1177/1474022217731697Burt, B. A. (2019). Toward a theory of engineering professional intentions: The role of research group experiences. American Educational Research Journal, 56(2), 289–332. https://doi.org/10.3102/0002831218791467Choi, H. (2001). Cultural marginality: A concept analysis with implications for immigrant adolescents. Issues in Comprehensive Pediatric Nursing, 24(3), 193–206. https://doi.org/10.1080
- Conference Session
- Fostering Diversity and Inclusion in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ivet Parra-Gaete, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Mayra S Artiles, Arizona State University; Stephanie G. Adams, The University of Texas at Dallas; Juan M Cruz, Rowan University; Holly M Matusovich, Virginia Polytechnic Institute and State University; Gwen Lee-Thomas, Quality Measures
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book chapters, 34 journal publications, and more than 80 conference papers. She is recognized for her research and teaching, including Dean’s Awards for Outstanding New Faculty, Outstanding Teacher Award, and a Faculty Fellow. Dr. Matusovich has served the Educational Research and Methods (ERM) division of ASEE in many capacities over the past 10+ years including serving as Chair from 2017-2019. Dr. Matusovich is currently the Editor-in-Chief of the journal, Advances in Engineering Education and she serves on the ASEE committee for Scholarly Publications.Dr. Gwen Lee-Thomas, Quality Measures Dr. Gwen Lee-Thomas is the CEO of Quality Measures, LLC, a Virginia-based consulting firm specializing in program and
- Conference Session
- Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities
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- 2024 ASEE Annual Conference & Exposition
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- Julian Rodrigo Sosa-Molano, Florida International University; Alexandra Coso Strong, Florida International University
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- Diversity
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counterparts without disabilities. This underscores theneed for the engineering community to encourage students with disabilities to be moreforthcoming in expressing their emotions, sentiments, and concerns. In addition, the research inthis field would amplify the voices of students with disabilities and benefit fromoverrepresenting this group in samples.Lastly, the insights collected from this mapping review on the experiences of students withphysical and sensory disabilities in engineering bring to light four essential themes. Thesethemes necessitate attention not only from the engineering education research community butalso from faculty, administrators, staff, policymakers, and society at large. The issues ofmarginalization, discrimination, the
- Conference Session
- Mentorship, Retention, Minority Participation, and Examining the Experiences of Women
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Chrystal A. S. Smith, National Science Foundation; John Skvoretz Jr., University of Florida ; Rebecca Campbell-Montalvo, University of Connecticut; Ellen Puccia, Beta Research Associates; Gladis Kersaint, University of Connecticut; Julie P. Martin, The Ohio State University; Hesborn Wao
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- Diversity
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- Minorities in Engineering Division(MIND)
issues [18].Latinx students were overrepresented among students who selected the reason, “I did not fit inwith other students in my department” and were underrepresented among students who selectedthe reason, “I entered my engineering program not understanding what it meant to be anengineer.”Follow Up InterviewsOur analysis of the 36 follow-up interviews found the primary reasons that women and URMstudents switched to non-engineering majors was because they did not know what engineeringwas until they started taking courses and that they were concerned about their grade pointaverage because of the difficulty of the coursework. The students switched also discussed issuesof fit. Overall, these reasons were consistent with the reasons reported by
- Conference Session
- Minorities in Engineering Division(MIND) Poster Session
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Diversity
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- Minorities in Engineering Division(MIND)
attrition rates [7].With retention being a complex issue within undergraduate education, understanding the reasonsof student’s poor academic performance, low persistence, and low motivation is crucial toincreasing enrollment, academic success, decreasing change of major or dropout, and increasingretention rates. The literature suggests that several factors impact students’ success andengagement, and thus play a significant role in STEM undergraduate students’ high attrition rate.These factors include (a) poor-quality teaching and advising, lack of competent faculty as well asunsuccessful teaching and training methods [1], [2], [8], [9]; (b) curriculum difficulty [8], [9]; (c)deficiencies in mathematics and analytical skills of freshman students who
- Conference Session
- Minorities in Engineering Division(MIND) Technical Session 14
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- 2024 ASEE Annual Conference & Exposition
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- Mary S Jia, Duke University; Mostafa Elsaadany, University of Arkansas
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- Diversity
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- Minorities in Engineering Division(MIND)
. EML-based project and module designhas achieved many successes in improving critical thinking skills and developing entrepreneurialskills in undergraduate courses [5], [6], [7]. While a net positive response is generated fromstudents, distinguishing outstandingly successful programs from those that provide minor benefitsremains difficult [8]. An additional issue for EML design is preconceived notions ofentrepreneurship leading to defeatist or indifferent mindsets. Representation among entrepreneursis heavily biased toward White or Asian males, indicating a concerning lack of reach. Further,there is a common misconception that entrepreneurship is primarily a function of an individual’spersonality rather than a set of skills and training that
- Conference Session
- Empowering Diversity in Engineering Education: Strategies and Impacts
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Julie M. Smith, CSEdResearch.org
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- Diversity
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- Minorities in Engineering Division(MIND)
medical training in New Zealand. Medical Teacher 2023, 0, 1–7, Publisher: Taylor & Francis eprint: https://doi.org/10.1080/0142159X.2023.2249210.[24] Springer, K. W.; Parker, B. K.; Leviten-Reid, C. Making Space for Graduate Student Parents: Practice and Politics. Journal of Family Issues 2009, 30, 435–457.[25] Niehues, J.; Prospero, K.; Fegert, J. M.; Liebhardt, H. Familienfreundlichkeit im Medizinstudium in Baden-W¨urttemberg. Ergebnisse einer landesweiten Studie. GMS Zeitschrift f¨ur Medizinische Ausbildung 2012, 29, Doc33, Publisher: German Medical Science GMS Publishing House.[26] Cho, S. H.; Roy, R. N.; Dayne, N. Student–Parents’ Mental Health: Factors Affecting Anxiety and Depression. Family and Consumer
- Conference Session
- Advancing Diversity in Engineering Education: Insights and Perspectives from Underrepresented Communities
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Makayla Headley, Clemson University; Trina L. Fletcher, Florida International University; Lisa Benson, Clemson University
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- Minorities in Engineering Division(MIND)
learn to adapt toan entirely new system and culture at the PWI.This scoping literature review examines research on Black students as they matriculate into aPWI from an HBCU while pursuing an engineering degree. The primary objective of thisliterature review is to gain a deeper understanding of the experiences of Black students inDDEPs bridging HBCUs and PWIs. The review specifically sought to address students’motivations for enrolling in DDEPs, the benefits and challenges involved with making thetransition from an HBCU to a PWI, the factors contributing to their decision to pursue such aprogram, and their expectations regarding these experiences at the two distinct types ofinstitutions. A total of 19 articles were identified and reviewed. Three
- Conference Session
- Promoting Social Sustainability, Cultural Assets, and Assessing Equity and Diversity Index
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Dennis R. Parnell Jr., University of Florida; Jabari Wilson, University of Florida; Karen Theodora Hicklin; Jeremy A. Magruder Waisome, University of Florida
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- Diversity
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) overcoming imposter syndrome, and (6) valuing mentorship. Participantscollectively discussed their images and related experiences in a final group session. Steps toaddress emergent themes were also identified and presented to the Associate Dean for StudentAffairs, along with a plan to showcase their work.I. IntroductionThe discrepancy between the number of Black students who complete a college degree comparedto their white peers has been of national concern for many years [1], [2]. In engineering, thisproblem persists and has been exacerbated in the last decade by stagnant growth in awardeddegrees for Black students [2], [3]. Factors contributing to this educational gap may result frominstitutional racism in an institution’s policies, values, and
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- Peer Mentorship, Cross-Race Mentoring Relationships, Race, Gender, Student Success, and Career Outcomes
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- 2023 ASEE Annual Conference & Exposition
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- Allison Kelly Murray, Marquette University; Kathryn Ermentrout
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- Diversity
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- Minorities in Engineering Division(MIND)
education [1]–[3] and in engineering [4]. This ismost notably important in students who are minoritized in engineering, specifically women andstudents of color, whose sense of belonging is influenced by the environment around them [4],[5]. It has been shown that extracurricular engagement and faculty support have a positive effecton minoritized students’ sense of belonging [5]. Furthermore, work has shown that instructormindset has a significant factor on relative student success with minoritized students performingbetter in STEM courses in which the instructor has a growth mindset as compared to a fixedmindset [6]. In addition to belonging, systematic factors, such as minority stress and stereotypethreat, affect minoritized students’ overall
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- Mentoring, Case Study of Racial and Ethnic Diversity, Identity Dilemmas, Cultural Homelessness and Intersectionality, and Transfer Students
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- 2023 ASEE Annual Conference & Exposition
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- Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University
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- Diversity
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- Minorities in Engineering Division(MIND)
about the problem of sameness and difference and its relation topower” [6, p. 795]. It can be thought of as a framework, an analytical tool, a perspective, and a tool forsocial change [7]. Originally, intersectionality focused on the relationship of Black women to existing lawregarding issues of sexism and racism. Kimberle Crenshaw [2] - [3] theorized how the intersection ofthese two systems of oppression created important complications for Black women beyond the experienceof sexism by White women and racism by Black men. In subsequent decades, intersectionality has cometo be utilized in multiple traditions beyond legal studies (e.g., education [9], engineering education [1])and regarding multiple systems of oppression (e.g., socioeconomic
- Conference Session
- Peer Mentorship, Cross-Race Mentoring Relationships, Race, Gender, Student Success, and Career Outcomes
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Federico Cifuentes-Urtubey, University of Illinois, Urbana-Champaign; Paola A. Baldaguez Medina, University of Illinois, Urbana-Champaign; Julie E. Lorenzo, University of Illinois, Urbana-Champaign; Natasha Mamaril, University of Illinois, Urbana-Champaign
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- Minorities in Engineering Division(MIND)
opportunities, gaining new perspectives, improvingcommunication and feedback skills, and receiving guidance on writing emails and graduateschool applications. Some mentees also noted the value of discussing non-professional topics. Participants suggested included having more regular meetings with a structure of keygoals and timelines, opening up the conversation to address specific skills or personal issues, andhaving more group events that bring together multiple mentorship pairs. Some mentees alsomentioned the value of having upperclassmen undergrads as mentors for younger students whomay not be interested in going to grad school. The suggestion to have more group events alsohighlights the importance of creating a community for mentorship
Why STEM? The External Factors Influencing International STEM Postdoctoral Scholars’ Career Decision
- Conference Session
- External Factors, Shifting Identity Trajectories, Persistence Analysis of Cultural Models, and Exploring the Experiences of Black University Students
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Sylvia L. Mendez, University of Colorado, Colorado Springs; Kathryn Watson, University of Colorado, Colorado Springs
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- Minorities in Engineering Division(MIND)
broadening participation and success in STEM academia. Her research centers on creating inclusive higher education policies and practices that advance faculty careers and student success.Ms. Kathryn Watson, University of Colorado, Colorado Springs Kathryn is a doctoral student at University of Colorado Colorado Springs in Education Leadership, Research, and Policy. Her studies focus on supporting student mental health in secondary education. Kathryn’s prior education includes a Master’s from Marist ©American Society for Engineering Education, 2023 Why STEM? The External Factors Influencing International STEM Postdoctoral Scholars’ Career DecisionAbstractThis research