Do Diversity Policies Work? Considerations for the Retention of Underrepresented Students in Collegiate Aviation Programs

Shannon McLoughlin Morrison

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Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Minorities in Engineering Division Technical Session 5
Tagged Division: Minorities in Engineering
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--32672
Permanent URL: https://peer.asee.org/32672
Download Count: 650

Paper Authors

biography

Shannon McLoughlin Morrison Ohio State University

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Dr. Shannon McLoughlin Morrison is the Curriculum and Assessment Manager and Diversity Coordinator for the Center for Aviation Studies in the College of Engineering at The Ohio State University. She holds multiple Master’s degrees, one in educational psychology and philosophy and the other in public policy, from The Ohio State University. She earned her doctorate in educational studies with a focus on the history and philosophy of education. In addition, she has completed several graduate-level courses in the Department of Women’s, Gender, and Sexuality Studies. Dr. Morrison’s public policy master’s thesis was a research study on diversity policy in the Center for Aviation Studies and whether or not that policy impacted students’ considerations for leaving the academic program. Her expertise is in curriculum development, especially as it pertains to women and underrepresented minorities in education. Dr. Morrison takes an interdisciplinary approach to research, using both qualitative and quantitative methods that were informed by her background in education and public policy.

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Abstract

The primary purpose of this research paper is to assess the role of diversity and inclusion policies in collegiate students’ considerations for leaving an academic program. This research was derived from the increasing importance being placed on the implementation of diversity and inclusion policies across the aviation industry along with the need to increase the workforce.

In 2018 there are still fewer than 4% of women who hold an Airline Transport Certificate. This number does not include the lack of people of color who are pursuing careers as airline pilots. STEM based industries and collegiate programs are increasingly trying to change these numbers by creating and executing programs that are meant to recruit and retain a diverse student body. Due to the increased emphasis on diversity and inclusion policies, this paper seeks to address the following question: Do diversity and inclusion policies impact students’ considerations for leaving the aviation academic program?

This question was developed after a careful review of the existing research that has been conducted around issues of student retention and diversity of student body.

In order to address this research question, a Qualtrics survey was developed and administered to students in the Center for Aviation Studies who had identified as female, or of a racial/ethnic identity that is considered ‘underrepresented’ in the field of aviation. The data set included current and recent graduates as of spring semester 2018. Once the data was collected the results were applied to an ordered logit regression model to determine the level of significance that diversity policies have on considerations for leaving.

The major findings of this research paper support the existing research and literature on the importance of several variables, within the student experience, that have an influence upon students’ willingness to remain in an academic program.

The primary contribution of this paper is a reaffirmation of the existing research of the disconnect between theory and institutional practice when it comes to the impact of diversity and inclusion policies/programs on the collegiate student perspective. The student experience involves multiple variables that influence student perceptions. How these variables then best contribute to the design and implementation of diversity policy is still to be determined.

Ultimately this paper finds that it is necessary to continue to research and understand what variables impact students considerations for leaving a STEM based collegiate program. In the meantime, consideration should be given to develop diversity and inclusion policy that is more holistic and speaks to the entire student experience.

Citation
Format

Morrison, S. M. (2019, June), Do Diversity Policies Work? Considerations for the Retention of Underrepresented Students in Collegiate Aviation Programs Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32672

TY - CPAPER
AB - The primary purpose of this research paper is to assess the role of diversity and inclusion policies in collegiate students’ considerations for leaving an academic program. This research was derived from the increasing importance being placed on the implementation of diversity and inclusion policies across the aviation industry along with the need to increase the workforce.

In 2018 there are still fewer than 4% of women who hold an Airline Transport Certificate. This number does not include the lack of people of color who are pursuing careers as airline pilots. STEM based industries and collegiate programs are increasingly trying to change these numbers by creating and executing programs that are meant to recruit and retain a diverse student body.
Due to the increased emphasis on diversity and inclusion policies, this paper seeks to address the following question: Do diversity and inclusion policies impact students’ considerations for leaving the aviation academic program?

This question was developed after a careful review of the existing research that has been conducted around issues of student retention and diversity of student body.

In order to address this research question, a Qualtrics survey was developed and administered to students in the Center for Aviation Studies who had identified as female, or of a racial/ethnic identity that is considered ‘underrepresented’ in the field of aviation. The data set included current and recent graduates as of spring semester 2018. Once the data was collected the results were applied to an ordered logit regression model to determine the level of significance that diversity policies have on considerations for leaving.

The major findings of this research paper support the existing research and literature on the importance of several variables, within the student experience, that have an influence upon students’ willingness to remain in an academic program.

The primary contribution of this paper is a reaffirmation of the existing research of the disconnect between theory and institutional practice when it comes to the impact of diversity and inclusion policies/programs on the collegiate student perspective. The student experience involves multiple variables that influence student perceptions. How these variables then best contribute to the design and implementation of diversity policy is still to be determined.

Ultimately this paper finds that it is necessary to continue to research and understand what variables impact students considerations for leaving a STEM based collegiate program. In the meantime, consideration should be given to develop diversity and inclusion policy that is more holistic and speaks to the entire student experience.

AU - Shannon McLoughlin Morrison
CY - Tampa, Florida
DA - 2019/06/15
PB - ASEE Conferences
TI - Do Diversity Policies Work? Considerations for the Retention of Underrepresented Students in Collegiate Aviation Programs
UR - https://peer.asee.org/32672
DO - 10.18260/1-2--32672
ER -