June 15, 2014
June 15, 2014
June 18, 2014
Minorities in Engineering
24.1381.1 - 24.1381.13
Women of Color Engineering Faculty: An examination of the experiences and the numbersIn December 1975, a group of underrepresented minority women pursuing careers in science,engineering, medicine, and dentistry convened under the auspices of the American Associationfor the Advancement of Science (AAAS). The women shared common experiences related tothe “double oppression of sex and race or ethnicity plus the third oppression in the chosen career,science”. They discussed their unique positions, identified common barriers and challenges totheir success, and formulated plans for change. The ensuing publication, The Double Bind: ThePrice of Being a Minority Woman in Science (Malcolm et al., 1976), marks the first collectivereport on the unique challenges faced by underrepresented minority women in the sciences.Much has changed since 1976; the conversation has moved from “rights versus wrongs and moreabout support versus neglect; less about the behavior of individuals and a culture that wasaccepting of bias as the ‘natural order of things’ and more about the responsibilities and action(or inaction) of institutions” (Malcolm & Malcolm, 2011). Yet, much has stayed the same. Overthirty years since this seminal publication, relatively little is known or published about thequality of the collective experiences of women of color faculty in engineering and the distinctissues that women of color encounter. We aim to fill this gap by presenting the current status ofwomen of color in engineering using numerical indicators, synthesis of relevant literature, andemergent themes arising from panel discussions held at the 2006 American Society forEngineering Education (ASEE) Conference, Frontiers in Education (FIE) Conference and the2007 “Keeping our Faculties of Color Symposium.” The final paper will include qualitative andquantitative data in the form of tables and graphs as well as testimonials from women of color inthe academy.Our goal is to motivate further studies and empirical analyses to better understand theexperiences of women of color faculty in engineering. Thus, key stakeholders, such as highereducation institutions and policy makers, will have pertinent information and evidence to designinitiatives and policies to effectively recruit and retain women of color in the sciences.Sample References:Adams, S., Berry, Brown, C., Grant, C., Mead, P., Smith, & St. Omer, I. (2006). Panel Session-The Experiences of African-American Women Engineering Faculty. Proceedings of the 36thASEE/IEEE Frontiers in Education Conference, San Diego, CA.American Association of Colleges and Universities. “Data Connection: Institutional Leadershipthat Reflects Higher Education’s Diversity: A Status Report,” On Campus with Women, 38, 1,http://www.aacu.org/ocww/volume38_1/data.cfm#: Accessed 8/27/10.Fleming, L. (2008). Diversity in Engineering Education: An African American Female’sPerspective. Leadership and Management, (January) 33-34Malcolm, S., Hall, P.Q., & Brown, J.W. (1976). The Double Bind: The Price of Being a MinorityWomen in Science. Washington, DC: AAAS.Nelson, D.J. (2009) Science & Engineering Faculty, 2002-2007: Are the National TacticsAchieving the Goal? Presentation at the CEOSE Mini-Symposium on Women of Color inSTEM. Arlington, VA.Snyder, T. D., S. A. Dillow, and C. M. Hoffman. 2008. Digest of education statistics 2007.Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S.Department of Education. nces.ed.gov.Stanley, C.A. (Ed.). (2006). Faculty of color: Teaching in predominantly White colleges anduniversities. Bolton, MA: Anker Publishers.Valverde, L. A. (2003). Leaders of color in higher education: Unrecognized triumphs in harshinstitutions. New York: Rowman & Littlefield.
Berry, C. A., & Cox, M. F., & Main, J. B. (2014, June), Women of Color Engineering Faculty: An Examination of the Experiences and the Numbers Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/23314
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