Asee peer logo

Work in Progress: Examining Diversity, Equity, and Inclusion in Entrepreneurship Programming

Download Paper |


2022 ASEE Annual Conference & Exposition


Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


Jocelyn Jackson University of Michigan

visit author page

Jocelyn Jackson is a third year doctoral candidate in Engineering Education at the University of Michigan. She earned a MS and a BS in Mechanical Engineering from Iowa State University. Her major work includes improv- ing diversity, equity, and inclusion in STEM and entrepreneurship.

visit author page

author page

Jesse Gilbert-Sovern University of Michigan


Aileen Huang-Saad Northeastern University

visit author page

Dr. Huang-Saad is an Associate Professor of Bioengineering at Northeastern University and the Director of Life Sciences and Engineering Programs at Northeastern's Roux Institute in Portland, Maine. Dr. Huang-Saad is Deputy Editor-in-Chief of Springer’s Biomedical Engineering Education and Division Chair for the American Society of Engineering Education’s Biomedical Engineering Division. Dr. Huang-Saad’s current research areas are entrepreneurship, innovation, and transforming higher education. She is funded by the NSF to explore the influence of the microenvironment of entrepreneurship education on minoritized populations, entrepreneurial ecosystems, and fostering graduate student professional development.

visit author page


Joi-lynn Mondisa University of Michigan

visit author page

Joi Mondisa, PhD, is an Assistant Professor in the Industrial & Operations Engineering Department and an Engineering Education Faculty Member at the University of Michigan. She earned her Ph.D. in Engineering Education and an M.S. degree in Industrial Engineering from Purdue University; an M.B.A. degree from Governors State University; and a B.S. degree in General Engineering from the University of Illinois at Urbana-Champaign. Prior to her graduate studies, she worked as a professional in the areas of manufacturing, operations, technical sales, and publishing for ten years. She also served as an adjunct faculty in the Engineering Technology Program at Triton College in River Grove, IL for seven years.

visit author page

Download Paper |


In recent years, interest in entrepreneurship education to advance technological innovation has grown significantly. Drawing from the business community, entrepreneurship education programs have been introduced to broader communities, including research and science. As these efforts have expanded, so has an interest in cultivating a pipeline that considers diversity, equity, and inclusion. The purpose of this study is to use Critical Race Theory to examine how entrepreneurship programs can foster an inclusive environment through understanding the perceptions of racially minoritized engineering faculty (i.e., persons who identify as African American/Black, Hispanic/Latinx, Native American/Alaskan Native, and Native Hawaiian/Pacific Islander) of an entrepreneurship program. Seven racially minoritized engineering faculty of an entrepreneurship training program participated in 60-minute semi-structured interviews to understand their sense of belonging in the program and their experiences related to respect and inclusion in the program. Two themes emerged from the data: 1) reducing structural barriers and rectifying harsh climate conditions can improve participants’ overall sense of belonging and 2) representation of racially minoritized populations can be improved through more inclusive recruiting and marketing efforts. Overall, this research aims to inform practices that advance diversity, equity, and inclusion in STEM entrepreneurship programming.

Jackson, J., & Gilbert-Sovern, J., & Huang-Saad, A., & Mondisa, J. (2022, August), Work in Progress: Examining Diversity, Equity, and Inclusion in Entrepreneurship Programming Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41166

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015