New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Minorities in Engineering
Engineering faculty members and industry professionals play a crucial and multi-faceted role in science and engineering; they help to discover, promote, and disseminate advancements in technology, as well as educate a future workforce of multi-cultural, multi-racial engineers. It follows that a thorough understanding of racial and gender disparities is required: (1) to address the complexity of issues facing potential faculty and professionals and (2) to foster greater numbers of Black engineers into academia and industry.
There has been a concerted national effort to promote diversity among the engineering research, industry, and faculty communities for more than 40 years. These programs historically focus on the basic mechanisms of an academic or industry career (e.g., the tenure-track process, grant writing, writing a winning CV). However, the efficacy of programs aimed at producing Black engineering faculty and professionals must be examined given the flat percentage of Black engineering faculty near 2.5% for the past decade. To that end, we seek to investigate the degree to which intersectionality (i.e., the interplay of racial stereotypes, gender biases, and other issues) within the engineering education has been addressed for diversity.
We argue that engineering education does not adequately addresses race, gender, and other types of bias that require the input of multiple perspectives. Scholarly contributions from fields such as sociology, psychology, and education, in addition to engineering perspectives, will facilitate a greater positive impact for Black Ph.D. and postdoctoral participants. Thus, this panel will be informed by understandings about: (1) the social construction of race, (2) the impact of discrimination on mental health and wellness, and (3) education as a means of transformational change. The work of contributing scholars from fields outside of science and engineering focuses on several crucial areas, including: (1) race, culture, and social stratification; (2) social justice in education; (3) mathematical and racial identity; (4) racial socialization processes; and, (5) race and gender intersectionalities. From this range of expertise, the panel will be able to integrate relevant strands into the challenge of diversity that faces engineering education.
This proposed panel seeks to provide the increased awareness of engineering as a profession impacted by racialized and gendered factors that create particular difficulties for Black engineering students who pursue academia or industry. Many of these students are coping with societal constraints. Consequently, this panel will provide assistance in creating effective strategies to transcend traditional boundaries that typically impede their opportunity to pursue engineering employment, in particular, when they are also faced with the need to address a host of negative racial and gendered experiences.
Proposed Panelists: • Dr. Dorinda J. Carter Andrews, Associate Professor, Department of Teacher Education, Michigan State University • Dr. Robbin Chapman, Associate Provost and Academic Director of Diversity and Inclusion; and Lecturer, Department of Education, Wellesley College • Dr. Jomo Mutegi, Associate Professor of Science Education, School of Education, Indiana University-Purdue University Indianapolis • Dr. David Stovall, Associate Professor of African American Studies and Educational Policy Studies, University of Illinois at Chicago
Robinson, W. H., & McGee, E. O. (2016, June), PANEL: Viewing Engineering Education through the Lens of Social Science: A Candid Dialogue on Race and Gender Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25851
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