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Indicators of Participation: A Critical Review of Publicly-available STEM Data Sources

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Conference

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Location

Crystal City, Virginia

Publication Date

April 14, 2019

Start Date

April 14, 2019

End Date

April 22, 2019

Conference Session

Track: Collegiate - Technical Session 5

Tagged Topic

Collegiate

Page Count

16

Permanent URL

https://peer.asee.org/31771

Download Count

10

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Paper Authors

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Crystal M. Pee Virginia Tech

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Crystal Pee is a graduate student at Virginia Polytechnic and State University pursuing a Ph.D. in Engineering Education. She currently is a graduate research assistant under the direction of Dr. Jeremi London. Her research interests include broadening participation in industry. Prior to attending Virginia Tech, she received a Bachelor of Science degree in Chemical Engineering with a minor in Business Administration from Clemson University.

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Walter C. Lee Virginia Tech Orcid 16x16 orcid.org/0000-0001-5082-1411

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Dr. Walter Lee is an assistant professor in the Department of Engineering Education and the assistant director for research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. His research interests include co-curricular support, student success and retention, and diversity. Lee received his Ph.D in engineering education from Virginia Tech, his M.S. in industrial & systems engineering from Virginia Tech, and his B.S. in industrial engineering from Clemson University.

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Jeremi S. London Virginia Tech

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Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Polytechnic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University.

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Gilbert Jew Arizona State University

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Teirra K. Holloman Virginia Tech

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Teirra Holloman is a doctoral student in engineering education at Virginia Polytechnic Institute and State University, where she serves as a graduate research assistant. She is concurrently pursuing a MS in Industrial and Systems Engineering at Virginia Tech with a focus in Management Systems.Teirra received her BS in Industrial Engineering from Clemson University. Her research interests revolve around broadening participation in engineering, experiential learning, and workforce development.

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Chaneé D. Hawkins Ash Virginia Tech

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Dr. Chaneé Hawkins Ash is a postdoctoral researcher in the Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech) on an NSF grant funded project that explores broadening participation of African Americans in engineering and computer science. In addition to her work at Virginia Tech, Chaneé is the co-founder and principal consultant of Foresight Strategy Solutions, a P-12 and Higher Education consultancy, as well as an independent researcher with San Francisco based strategy and innovation consultancy Entangled Solutions. Her work is focused on supporting schools, districts, administrators, educators, policy makers, communities, and families in dismantling systemic barriers to education and social mobility in order to put in place innovative policies and practices that enhance social ecosystems and overall life outcomes for all learners.

Chaneé holds a Bachelor of Arts in English from Truman State University (Kirksville, MO) and received her Master of Arts and Ph.D. in Education Policy, Organization, and Leadership from the University of Illinois at Urbana Champaign.

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Bevlee Watford Virginia Tech

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Abstract

Race/Ethnicity, Gender, Engineering

Several national reports convey the need for better data on the participation of underrepresented groups in engineering. The purpose of this paper is to 1) catalogue data sources that collect STEM-related information at a national level, and 2) critique their usefulness as it relates to informing efforts aimed at broadening participation of underrepresented racial/ethnic groups in engineering. To this end, we identified and reviewed multiple STEM-related data sources published by Child Trends, American Society of Engineering Education, National Center for Education Statistics, and the National Science Foundation. A critical look across these data sources revealed important themes related to reporting practices. While data at the compulsory education level related to preparedness via math and science performance indicators, data focused on higher education and workforce segments related to participation via overall numbers (e.g., degrees award). Data on gender and race intersections were largely missing. The implications of this study highlight the ways that publicly available data sources can be improved through more thorough, systematic collection, publication, and disaggregation of data.

Pee, C. M., & Lee, W. C., & London, J. S., & Jew, G., & Holloman, T. K., & Hawkins Ash , C. D., & Watford, B. (2019, April), Indicators of Participation: A Critical Review of Publicly-available STEM Data Sources Paper presented at 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity , Crystal City, Virginia. https://peer.asee.org/31771

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