Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Kemesha Gabbidon; Saundra Johnson Austin

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Conference: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: San Antonio, Texas
Publication Date: February 9, 2025
Start Date: February 9, 2025
End Date: February 11, 2025
Conference Session: Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia
Tagged Topics: Diversity and 2025 CoNECD Paper Submissions
Page Count: 47
Permanent URL: https://peer.asee.org/54074
Download Count: 6

Paper Authors

biography

Kemesha Gabbidon University of South Florida

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Dr. Kemesha Gabbidon is an Assistant Professor in the Department of Psychology at the University of South Florida. Her scholarly interests include youth sexual health and health equity. Her research is theoretically grounded and applies an intersectional lens to investigating socio-political, cultural, and psychosocial influences on the health of the individual and their community. Dr. Gabbidon has published on pediatric HIV, HIV stigma, and culture and sexuality. Her current research is aimed at investigating intersectional stigma and how it affects HIV-related outcomes in Tampa Bay by applying participatory qualitative methods. Dr. Gabbidon also teaches graduate and undergraduate courses in Psychology including Cultural Competence, Program Evaluation, and Health Psychology.

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biography

Saundra Johnson Austin University of South Florida orcid.org/0000-0001-6432-0896

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Dr. Saundra Johnson Austin has dedicated her career to promoting diversity, equity, inclusion, and belonging of students and professionals in science, technology, engineering, and mathematics (STEM) education and careers. Her research is grounded in the effective implementation of STEM curricula in urban middle schools. Johnson Austin began her career at Bechtel Power Corporation as a cost engineer. She has held leadership positions in the secondary, post-secondary, non-profit, industry, engineering public policy, and community development sectors. She is currently the Special Assistant to Dr. Sylvia Wilson Thomas, the University of South Florida’s Vice President for Research and Innovation, and President and CEO of the USF Research Foundation. Dr. Johnson Austin received the 1998 NSBE Inaugural Golden Torch Award for Minority Engineering Program Director of the Year, the NAMEPA Outstanding Contribution by a Minority Engineering Program Administrator Award, and the 2015 Outstanding Engineering Alumnus for Civil and Environmental Engineering from The Pennsylvania State University. She is a member of the U.S. White House endorsed initiative Algebra by 7th Grade, the Commission for Diversity, Equity and Inclusion to ASEE MIND, the Smithsonian Science Education Center’s Advisory Committee for ‘Zero Barriers in STEM Education,’ board member for the Northeast STEM Starter Academy of Mount Vernon, NY, and the Florida-based STEM Xposure. She earned a BS in Civil Engineering from The Pennsylvania State University, an MBA from the University of Notre Dame, and a Doctor of Education in Organizational Change and Leadership from the University of Southern California.

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Abstract

Faculty women of color (FWoC) are integral to the academic landscape, enriching higher education with their diverse perspectives and invaluable contributions to diversity, equity, and inclusion. As scholars, educators, and leaders, they navigate a complex interplay of factors that influence their definitions of success and pathways to achievement. Understanding the complex interplay of personal, institutional, and sociocultural dynamics is paramount in illuminating their experiences.

Despite strides towards diversity, FWoC remain underrepresented in STEM fields, both as graduate students and full professors. A mere 2.5% of STEM faculty members identified as women of color in a 2013 study. Further, they are often relegated to lower ranks with diminished authority. This disparity persists even at the undergraduate level in disciplines like computer science, math, and engineering. The underrepresentation of women of color, comprising 3.6%, 2.5%, and 1.2% of assistant, associate, and full professors respectively, underscores enduring socio-cultural and institutional barriers in STEM fields in academia.

Recognizing the urgency of amplifying the narratives of FWoC, the Archival Publication Authors Workshop for Engineering Educators (APA-ENG) funded this study to delve into their definitions and paths to success. Through in-depth interviews with 11 FWoC across various STEM disciplines, our research explored personal, institutional, and sociocultural factors shaping their journeys. Employing a qualitative approach rooted in social constructivism, we identified themes that shed light on their experiences. Our sample included Hispanic/Latin (n = 6), African American (n=7), Multiracial/Multiethnic (n =2), and Asian (n = 1) participants ranging in age from 26-55.

Our findings revealed three major themes: Entrepreneurial Mindset (EM), Sociocultural Contributors, and Institutional Factors. EM, encompassing motives, skills, and thought processes, emerged as a cornerstone of FWoC's success. While traditional markers of academic success such as robust research and collaboration were noted, the ability to connect with students and reframing experiences with discrimination/microaggression were equally highlighted. Sociocultural contributors to success were deeply intertwined with participants' experiences, underscoring the influence of cultural backgrounds and familial support on their academic journeys. However, structural barriers within institutions pose formidable challenges to FWoC's success, ranging from issues of inclusion to the availability of mentorship. Despite the resilience and resourcefulness demonstrated by FWoC, these systemic impediments remain as significant obstacles. For FWoC, EM was not a sufficient resource for their success but rather could only be useful with strong institutional and sociocultural supports. This suggests that models around EM should consider the limitations of the framework for historically marginalized populations and continue to center structural resources.

Supporting the success of women of color in STEM academia not only enhances the quality of scholarship but also paves the way for future generations of students and academics. By acknowledging and addressing the challenges faced by FWoC, we can cultivate an environment conducive to their flourishing. Armed with this knowledge, women STEM faculty members can navigate the complexities of academic life with resilience and determination, ultimately enriching the landscape of higher education for all.

Citation
Format

Gabbidon, K., & Johnson Austin, S. (2025, February), Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. https://peer.asee.org/54074

TY - CPAPER
AB - Faculty women of color (FWoC) are integral to the academic landscape, enriching higher education with their diverse perspectives and invaluable contributions to diversity, equity, and inclusion. As scholars, educators, and leaders, they navigate a complex interplay of factors that influence their definitions of success and pathways to achievement. Understanding the complex interplay of personal, institutional, and sociocultural dynamics is paramount in illuminating their experiences.

Despite strides towards diversity, FWoC remain underrepresented in STEM fields, both as graduate students and full professors. A mere 2.5% of STEM faculty members identified as women of color in a 2013 study. Further, they are often relegated to lower ranks with diminished authority. This disparity persists even at the undergraduate level in disciplines like computer science, math, and engineering. The underrepresentation of women of color, comprising 3.6%, 2.5%, and 1.2% of assistant, associate, and full professors respectively, underscores enduring socio-cultural and institutional barriers in STEM fields in academia.

Recognizing the urgency of amplifying the narratives of FWoC, the Archival Publication Authors Workshop for Engineering Educators (APA-ENG) funded this study to delve into their definitions and paths to success. Through in-depth interviews with 11 FWoC across various STEM disciplines, our research explored personal, institutional, and sociocultural factors shaping their journeys. Employing a qualitative approach rooted in social constructivism, we identified themes that shed light on their experiences. Our sample included Hispanic/Latin (n = 6), African American (n=7), Multiracial/Multiethnic (n =2), and Asian (n = 1) participants ranging in age from 26-55.

Our findings revealed three major themes: Entrepreneurial Mindset (EM), Sociocultural Contributors, and Institutional Factors. EM, encompassing motives, skills, and thought processes, emerged as a cornerstone of FWoC&#39;s success. While traditional markers of academic success such as robust research and collaboration were noted, the ability to connect with students and reframing experiences with discrimination/microaggression were equally highlighted. Sociocultural contributors to success were deeply intertwined with participants&#39; experiences, underscoring the influence of cultural backgrounds and familial support on their academic journeys. However, structural barriers within institutions pose formidable challenges to FWoC&#39;s success, ranging from issues of inclusion to the availability of mentorship. Despite the resilience and resourcefulness demonstrated by FWoC, these systemic impediments remain as significant obstacles. For FWoC, EM was not a sufficient resource for their success but rather could only be useful with strong institutional and sociocultural supports. This suggests that models around EM should consider the limitations of the framework for historically marginalized populations and continue to center structural resources.

Supporting the success of women of color in STEM academia not only enhances the quality of scholarship but also paves the way for future generations of students and academics. By acknowledging and addressing the challenges faced by FWoC, we can cultivate an environment conducive to their flourishing. Armed with this knowledge, women STEM faculty members can navigate the complexities of academic life with resilience and determination, ultimately enriching the landscape of higher education for all.
AU - Kemesha Gabbidon
AU - Saundra Johnson Austin
CY - San Antonio, Texas
DA - 2025/02/09
PB - ASEE Conferences
TI - Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia
UR - https://peer.asee.org/54074
ER -