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1. How Latiné engineering students resist White male engineering culture: A multi‐institution analysis of academic engagement

   https://doi.org/10.1002/jee.20536  

   Garriott, Patton O. ; Carrero Pinedo, Ayli ; Hunt, Heather K. ; Navarro, Rachel L. ; Flores, Lisa Y. ; Desjarlais, Cerynn D. ; Diaz, David ; Brionez, Julio ; Lee, Bo Hyun ; Ayala, Evelyn ; et al ( June 2023 , Journal of Engineering Education)

   Although participation rates vary by field, Latiné and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latiné and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field.

   To address these limitations, we examined how Latina, Latino, and White women and men students' engagement in engineering was informed by their intersecting identities and within their institutional setting over the course of a year.

   We interviewed 32 Latina, Latino, and White women and men undergraduate engineering students attending 11 different predominantly White and Hispanic Serving Institutions. Thematic analysis was used to interpret themes from the data.

   Our findings illustrate how Latinas, Latinos, and White women developed a strong engineering identity, which was critical to their engagement in engineering. Students' engineering identity was grounded in their perceived fit within engineering culture, sense of purpose for pursuing their degree, and resistance to the dominance of White male culture in engineering. Latinas described unique forms of gendered, racialized marginalization in engineering, whereas Latinas and Latinos highlighted prosocial motivations for completing their degree.

   Findings suggest that institutional cultures, norms, and missions are critical to broadening participation of Latinas, Latinos, and White women in engineering. Disrupting White male culture, leveraging Latiné students' cultural wealth, and counter‐framing traditional recruitment pitches for engineering appear to be key in these efforts.

    

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2. Toward an Understanding of the Relationship Between Race/Ethnicity, Gender, First-generation Student Status, and Engineering Identity at Hispanic-serving Institutions

   Arnett, Stephanie M. ; Way, Sandra M. ; Ortiz, David G. ; Humble, Lorissa B.B. ; Martinez, Analyssa D. ( July 2021 , ASEE annual conference proceedings)

   This research paper investigates the relationship between race/ ethnicity, gender, first-generation college student status, and engineering identity using cross-sectional data from early-career engineering majors. Measures of engineering identity are increasingly used in models of engineering education to evaluate how identity contributes to success and persistence of engineering students. Engineering identity is generally assumed to contribute to educational success, with stronger engineering identity leading to persistence. At the same time, data clearly shows that persistence of engineering students varies by race/ethnicity and gender. Given these previous findings, we would expect to find that engineering identity will vary by race/ ethnicity, gender, and first generation status. Yet, relatively little work has quantitatively compared how engineering identity differs across racial/ ethnic groups and gender. While researchers are increasingly trying to gain a better understanding of engineering identity among Latina students, for example, the literature has not yet adequately accounted for how Latina students differ from their non-Hispanic white peers. This works seeks to address that gap in the literature with an exploration of the ways that race/ethnicity, gender, and first generation status work together to impact engineering identity among early-career engineering students at four public Hispanic-Serving Institutions (HSIs) in the Southwestern United States. We conducted surveys as part of a longitudinal study on STEM education. Data discussed here comes from baseline surveys of three cohorts of engineering students (N=475). Approximately two-thirds of the respondents were attending a traditional 4-year university while the remainder (N=159) were attending community college at the time of the survey. Approximately two-thirds of the respondents identified as Latinx, 27% identified as female, and 26.5% reported that they were first-generation college students. While expectations were that engineering identity would vary by race/ethnicity and gender, preliminary analyses of our data unexpectedly reveal no significant differences between Latinx and White students in terms of their engineering identity and no significant differences in engineering identity between male and female students. Interactions between race/ethnicity and gender were also tested and yielded no significant differences between early-career Latinx and White students in terms of their engineering identity. Finally, students who reported that they will be the first in their family to get a college degree had significantly lower engineering identity scores (=-.422; p=.001). These results lead us to conclude that first generation status at HSIs may be more important than gender and race/ ethnicity in the development of engineering identity for early career students. 

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3. The Centrality of Black Identity for Black Students in Engineering

   Mobley, Catherine ; Brawner, Catherine E. ; Brent, Rebecca ; Orr, Marisa K. ( January 2021 , Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference)

   Introduction and Theoretical Frameworks Our study draws upon several theoretical foundations to investigate and explain the educational experiences of Black students majoring in ME, CpE, and EE: intersectionality, critical race theory, and community cultural wealth theory. Intersectionality explains how gender operates together with race, not independently, to produce multiple, overlapping forms of discrimination and social inequality (Crenshaw, 1989; Collins, 2013). Critical race theory recognizes the unique experiences of marginalized groups and strives to identify the micro- and macro-institutional sources of discrimination and prejudice (Delgado & Stefancic, 2001). Community cultural wealth integrates an asset-based perspective to our analysis of engineering education to assist in the identification of factors that contribute to the success of engineering students (Yosso, 2005). These three theoretical frameworks are buttressed by our use of Racial Identity Theory, which expands understanding about the significance and meaning associated with students’ sense of group membership. Sellers and colleagues (1997) introduced the Multidimensional Model of Racial Identity (MMRI), in which they indicated that racial identity refers to the “significance and meaning that African Americans place on race in defining themselves” (p. 19). The development of this model was based on the reality that individuals vary greatly in the extent to which they attach meaning to being a member of the Black racial group. Sellers et al. (1997) posited that there are four components of racial identity: 1. Racial salience: “the extent to which one’s race is a relevant part of one’s self-concept at a particular moment or in a particular situation” (p. 24). 2. Racial centrality: “the extent to which a person normatively defines himself or herself with regard to race” (p. 25). 3. Racial regard: “a person’s affective or evaluative judgment of his or her race in terms of positive-negative valence” (p. 26). This element consists of public regard and private regard. 4. Racial ideology: “composed of the individual’s beliefs, opinions and attitudes with respect to the way he or she feels that the members of the race should act” (p. 27). The resulting 56-item inventory, the Multidimensional Inventory of Black Identity (MIBI), provides a robust measure of Black identity that can be used across multiple contexts. Research Questions Our 3-year, mixed-method study of Black students in computer (CpE), electrical (EE) and mechanical engineering (ME) aims to identify institutional policies and practices that contribute to the retention and attrition of Black students in electrical, computer, and mechanical engineering. Our four study institutions include historically Black institutions as well as predominantly white institutions, all of which are in the top 15 nationally in the number of Black engineering graduates. We are using a transformative mixed-methods design to answer the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? Methods This study of Black students in CpE, EE, and ME reports initial results from in-depth interviews at one HBCU and one PWI. We asked students about a variety of topics, including their sense of belonging on campus and in the major, experiences with discrimination, the impact of race on their experiences, and experiences with microaggressions. For this paper, we draw on two methodological approaches that allowed us to move beyond a traditional, linear approach to in-depth interviews, allowing for more diverse experiences and narratives to emerge. First, we used an identity circle to gain a better understanding of the relative importance to the participants of racial identity, as compared to other identities. The identity circle is a series of three concentric circles, surrounding an “inner core” representing one’s “core self.” Participants were asked to place various identities from a provided list that included demographic, family-related, and school-related identities on the identity circle to reflect the relative importance of the different identities to participants’ current engineering education experiences. Second, participants were asked to complete an 8-item survey which measured the “centrality” of racial identity as defined by Sellers et al. (1997). Following Enders’ (2018) reflection on the MMRI and Nigrescence Theory, we chose to use the measure of racial centrality as it is generally more stable across situations and best “describes the place race holds in the hierarchy of identities an individual possesses and answers the question ‘How important is race to me in my life?’” (p. 518). Participants completed the MIBI items at the end of the interview to allow us to learn more about the participants’ identification with their racial group, to avoid biasing their responses to the Identity Circle, and to avoid potentially creating a stereotype threat at the beginning of the interview. This paper focuses on the results of the MIBI survey and the identity circles to investigate whether these measures were correlated. Recognizing that Blackness (race) is not monolithic, we were interested in knowing the extent to which the participants considered their Black identity as central to their engineering education experiences. Combined with discussion about the identity circles, this approach allowed us to learn more about how other elements of identity may shape the participants’ educational experiences and outcomes and revealed possible differences in how participants may enact various points of their identity. Findings For this paper, we focus on the results for five HBCU students and 27 PWI students who completed the MIBI and identity circle. The overall MIBI average for HBCU students was 43 (out of a possible 56) and the overall MIBI scores ranged from 36-51; the overall MIBI average for the PWI students was 40; the overall MIBI scores for the PWI students ranged from 24-51. Twenty-one students placed race in the inner circle, indicating that race was central to their identity. Five placed race on the second, middle circle; three placed race on the third, outer circle. Three students did not place race on their identity circle. For our cross-case qualitative analysis, we will choose cases across the two institutions that represent low, medium and high MIBI scores and different ranges of centrality of race to identity, as expressed in the identity circles. Our final analysis will include descriptive quotes from these in-depth interviews to further elucidate the significance of race to the participants’ identities and engineering education experiences. The results will provide context for our larger study of a total of 60 Black students in engineering at our four study institutions. Theoretically, our study represents a new application of Racial Identity Theory and will provide a unique opportunity to apply the theories of intersectionality, critical race theory, and community cultural wealth theory. Methodologically, our findings provide insights into the utility of combining our two qualitative research tools, the MIBI centrality scale and the identity circle, to better understand the influence of race on the education experiences of Black students in engineering. 

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4. The Emerging Impact of Community College Hispanic-Serving Institutions (2-year HSIs) in Educating Technicians in Advanced Technologies – Defining the Opportunities and Addressing the Challenges

   Pickering, Cynthia ; Craft, Elaine ; VanIngen-Dunn, Caroline ( January 2019 , ASEE annual conference)

   To remain competitive in the global economy, the United States needs skilled technical workers in occupations requiring a high level of domain-specific technical knowledge to meet the country’s anticipated shortage of 5 million technically-credentialed workers. The changing demographics of the country are of increasing importance to addressing this workforce challenge. According to federal data, half the students earning a certificate in 2016-17 received credentials from community colleges where the percent enrollment of Latinx (a gender-neutral term referencing Latin American cultural or racial identity) students (56%) exceeds that of other post-secondary sectors. If this enrollment rate persists, then by 2050 over 25% of all students enrolled in higher education will be Latinx. Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students, and nearly 50% of all HSIs are 2-year institutions. Census estimates predict Latinxs are the fastest-growing segment reaching 30% of the U.S. population while becoming the youngest group comprising 33.5% of those under 18 years by 2060. The demand for skilled workers in STEM fields will be met when workers reflect the diversity of the population, therefore more students—of all ages and backgrounds—must be brought into community colleges and supported through graduation: a central focus of community colleges everywhere. While Latinx students of color are as likely as white students to major in STEM, their completion numbers drop dramatically: Latinx students often have distinct needs that evolved from a history of discrimination in the educational system. HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation Advanced Technological Education Program (NSF ATE) being implemented by Florence Darlington Technical College and Science Foundation Arizona Center for STEM at Arizona State University to address the imperative that 2-year Hispanic Serving Institutions (HSIs) develop and improve engineering technology and related technician education programs in a way that is culturally inclusive. Interventions focus on strengthening grant-writing skills among CC HSIs to fund advancements in technician education and connecting 2-year HSIs with resources for faculty development and program improvement. A mixed methods approach will explore the following research questions: 1) What are the unique barriers and challenges for 2-year HSIs related to STEM program development and grant-writing endeavors? 2) How do we build capacity at 2-year HSIs to address these barriers and challenges? 3) How do mentoring efforts/styles need to differ? 4) How do existing ATE resources need to be augmented to better serve 2-year HSIs? 5) How do proposal submission and success rates compare for 2-year HSIs that have gone through the KS STEM planning process but not M-C, through the M-C cohort mentoring process but not KS, and through both interventions? The project will identify HSI-relevant resources, augment existing ATE resources, and create new ones to support 2-year HSI faculty as potential ATE grantees. To address the distinct needs of Latinx students in STEM, resources representing best practices and frameworks for cultural inclusivity, as well as faculty development will be included. Throughout, the community-based tradition of the ATE Program is being fostered with particular emphasis on forming, nurturing, and serving participating 2-year HSIs. This paper will discuss the need, baseline data, and early results for the three-year program, setting the stage for a series of annual papers that report new findings. 

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5. The Emerging Impact of Community College Hispanic-Serving Institutions (2-year HSIs) in Educating Technicians in Advanced Technologies – Defining the Opportunities and Addressing the Challenges

   Pickering, Cynthia ; Craft, Elaine ; VanIngen-Dunn, Caroline ( July 2019 , ASEE annual conference)

   To remain competitive in the global economy, the United States needs skilled technical workers in occupations requiring a high level of domain-specific technical knowledge to meet the country’s anticipated shortage of 5 million technically-credentialed workers. The changing demographics of the country are of increasing importance to addressing this workforce challenge. According to federal data, half the students earning a certificate in 2016-17 received credentials from community colleges where the percent enrollment of Latinx (a gender-neutral term referencing Latin American cultural or racial identity) students (56%) exceeds that of other post-secondary sectors. If this enrollment rate persists, then by 2050 over 25% of all students enrolled in higher education will be Latinx. Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students, and nearly 50% of all HSIs are 2-year institutions. Census estimates predict Latinxs are the fastest-growing segment reaching 30% of the U.S. population while becoming the youngest group comprising 33.5% of those under 18 years by 2060. The demand for skilled workers in STEM fields will be met when workers reflect the diversity of the population, therefore more students—of all ages and backgrounds—must be brought into community colleges and supported through graduation: a central focus of community colleges everywhere. While Latinx students of color are as likely as white students to major in STEM, their completion numbers drop dramatically: Latinx students often have distinct needs that evolved from a history of discrimination in the educational system. HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation Advanced Technological Education Program (NSF ATE) being implemented by Florence Darlington Technical College and Science Foundation Arizona Center for STEM at Arizona State University to address the imperative that 2-year Hispanic Serving Institutions (HSIs) develop and improve engineering technology and related technician education programs in a way that is culturally inclusive. Interventions focus on strengthening grant-writing skills among CC HSIs to fund advancements in technician education and connecting 2-year HSIs with resources for faculty development and program improvement. A mixed methods approach will explore the following research questions: 1) What are the unique barriers and challenges for 2-year HSIs related to STEM program development and grant-writing endeavors? 2) How do we build capacity at 2-year HSIs to address these barriers and challenges? 3) How do mentoring efforts/styles need to differ? 4) How do existing ATE resources need to be augmented to better serve 2-year HSIs? 5) How do proposal submission and success rates compare for 2-year HSIs that have gone through the KS STEM planning process but not M-C, through the M-C cohort mentoring process but not KS, and through both interventions? The project will identify HSI-relevant resources, augment existing ATE resources, and create new ones to support 2-year HSI faculty as potential ATE grantees. To address the distinct needs of Latinx students in STEM, resources representing best practices and frameworks for cultural inclusivity, as well as faculty development will be included. Throughout, the community-based tradition of the ATE Program is being fostered with particular emphasis on forming, nurturing, and serving participating 2-year HSIs. This paper will discuss the need, baseline data, and early results for the three-year program, setting the stage for a series of annual papers that report new findings. 

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