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This work in progress paper focuses on understanding what students in first- year engineering courses understand about who becomes a researcher and if they see themselves as a researcher, or someone who might become a researcher. Specifically, we compare Latinas to other students in this study to explore the origins of differences in later participation. This work has importance and necessity since it has been noted that the national graduation rate for Latinas with a Ph.D. in engineering is very low; only 91 (< 1%) of awardees in 2018- 2019 identified as Latina. Our research investigates the interest of first year engineering students in research, which might illuminate strategies for addressing the underrepresentation of Latinas in national Ph.D. engineering programs. The purpose of this quantitative study is to characterize early perspectives about research, graduate school, and becoming a researcher. A statistical analysis of the results from a cross-sectional survey was completed. A principal component analysis extracted the following constructs: (1) research self-efficacy, (2) engineering research identity, and (3) perceived cultural compatibility. Self-reported demographics (gender, race/ethnicity, college generation, first year on campus) were collected during the survey and used to group respondents during the analysis. The study population includes all students enrolled in a first-year engineering course for the Fall 2022 (n=215) at the University of New Mexico, a public R1, Hispanic- serving institution. The students were from the following engineering disciplines: Chemical & Biological, Civil, Computer Science, Electrical & Computer, Mechanical, and Nuclear. A regression analysis is used to compare Latinas' perceptions and intentions to students who are well-represented (Asian or White men) in engineering. We hypothesize that the constructs examined in this study explain variance in research persistence. This research has significance if we are to attain more diverse faculty for the emerging student population which requires an increase in the number of Latinas graduating with a doctoral degree and continuing into academia.
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How Latiné engineering students resist White male engineering culture: A multi‐institution analysis of academic engagement
Background: 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. Purpose: 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. Method: 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. Results: Findings illustrated 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. Conclusions: 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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- PAR ID:
- 10426864
- Date Published:
- Journal Name:
- Journal of Engineering Education
- ISSN:
- 1069-4730
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract: Underrepresented minorities in engineering regularly experience subtle behaviors or statements that denigrate them on account of their race, ethnicity, gender, or other identity. Engineering students cite these behaviors, known as microaggressions, as reasons for having considered changing majors or leaving college altogether. Despite the recent research trend to foster a more racially, ethnically, and genderinclusive engineering education and profession, previous research does not examine microaggressions in engineering using an intersectional lens. Without an intersectional perspective, intragroup diversity is overlooked, increasing the potential to reinforce broad racial and gender stereotypes. To measure the effects of microaggressions among engineering undergraduate students, the current study used an intersectional approach and collected data from a predominantly white institution (PWI) and from a historically black colleges and universities (HBCUs). The authors conducted individual semistructured interviews to examine the effects of microaggressions among 42 engineering undergraduate students, who can be categorized into seven intersectional identities—White women, African American men, African American women, Asian men, Asian women, Latino men, and Latina women. Results showed five macroeffects and two microeffects—(1) reduced self-belief (reduced self-efficacy and reduced self-esteem), (2) otherness, (3) racial/gender isolation, (4) stereotype threat, and (5) and empowered sense of self. Also, in this work, we make comparisons across intersectional identities. The data provide support for further study of microaggressions and their effects on intersectional identities. This research extends the intersectional approach to focus on engineering departments and colleges and provides information to engineering departments and university administrators concerning the experiences of minority undergraduates and offers academic leaders further information regarding issues surrounding minority student retention and persistence. DOI: 10.1061/(ASCE)ME.1943-5479.0000889. © 2021 American Society of Civil Engineers.more » « less
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Background: There has been a dearth of research on intersectional identities in STEM, including the fields of computing and engineering. In computing education research, much work has been done on broadening participation, but there has been little investigation into how the field of computer science (CS) presents opportunities for students with strong intersectional identities. This study explores the strengths and connections among the unique identities and the symbiotic relationships that elementary Latina students hold in CS identity attainment. Purpose: The aim of this article is to better understand how predominantly low-income, multilingual Latina students experience identity development through the lens of diverse group membership. We examine how young Latinas, through their participation in a yearlong culturally and linguistically responsive CS curriculum, leverage their intersecting identities to rewrite the formula of what a computer scientist is and can be, leaving space to include and invite other strong identities as well. Research Design: An explanatory sequential mixed-methods design was used that analyzed data from predominantly low-income, multilingual Latinas in upper elementary grades, including pre- and post-CS identity surveys (N = 50) delivered before and after implementation of the curriculum, and eight individual semi-structured student interviews. Findings: We found that Latina students developed significantly stronger identification with the field of CS from the beginning to the end of the school year with regard to their experiences with CS, perception of themselves as computer scientists, family support for CS and school, and friend support for CS and school. Interviews revealed that perception of their CS ability greatly influenced identification with CS and that girls’ self-perceptions stemmed from their school, cultural, and home learning environments. Conclusion: Our results highlight the wealth of resources that Latinas bring to the classroom through their home- and community-based assets, which are characterized by intersecting group membership. Students did not report on the intersection between language and CS identity development, which warrants further investigation.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1002/jee.20536
