Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Women in Engineering
Over recent decades, federal and private organizations efforts to fund females-centered projects have paved the way to a vast array of empirical studies aimed at the advancement of females. For the most part, these studies assess the conditions for females in terms of their recruitment, retention, and progression in undergraduate/graduate studies or faculty positions. These studies conclude with the proposition of policies and practices that are intended to help transform institutions favorably for females. However, while large investments are done to change this paradigm, females in this era still face discrimination and are treated unfairly in many different settings. New and innovative methods are needed for transcendental changes; therefore, we take a step back to the identification of critical factors for females in STEM. To propose solutions, we must understand the issues first. This paper presents the creation of a conceptual model as an advocate to complexity thinking in problem solving. The development of the model involved the review of relevant literature from two viewpoints– an undergraduate female/Hispanic student and a tenure-track female/Hispanic professor. From these analyses, two models were generated and, lastly, a meta-model was built merging these models. We propose a hierarchical model in which factors are categorized as personal/individual, institutional, external, and sociocultural. The relevance of these factors to female’s recruitment, retention, and progression is presented along with their positive or negative impact. Finally, a revised meta-model is created from the study of the results of an ADVANCE program carried out at a minority-serving institution.
Medina, L. A., & Davila, S., & Rivera, O. B., & Oquendo-Colon, N., & Velazquez, M. A. (2020, June), Developing a Meta-Model of Critical Factors for Females in STEM with Application to a Minority-serving Institution Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34415
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