Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023048084
Dina Verdin, Andrea Lili Castillo
Establishing and sustaining a sense of belonging is a necessary motivation with particular implications for student learning, including in engineering. Validation is a crucial component of the learning process, as it helps individuals feel a sense of belonging and purpose within their educational environment. Yet, there is a dearth of literature that speaks to practical classroom practices that validate women’s sense of belonging without putting the onus directly on them. Therefore, the aim of this study was to examine validating practices and messages that contributed to women’s engineering classroom belongingness. This study used survey data of engineering students collected from nine 4-year institutions. Multiple regression analysis with interaction effects was used to understand how practices and messages differentially validated classroom belongingness when considering an intersectional lens. Our findings identified strategies that could help remedy classroom belongingness for women based on racial/ethnic representation in engineering, parents’ level of education, transfer status, and institution type. Instructors have a crucial role to play in fostering student belongingness, but it must be done with attention to the different practices and messages that speak to students about their fit in engineering. Identifying specific validating mechanisms practiced by both instructors and peers can provide engineering educators with concrete strategies to continue supporting women’s sense of belonging in the engineering culture. We conclude with recommendations of how to enact validating messages and teaching practices to promote classroom belongingness.
{"title":"Validating Practices and Messages that Promote Women's Engineering Classroom Belongingness: An Intersectional Approach","authors":"Dina Verdin, Andrea Lili Castillo","doi":"10.1615/jwomenminorscieneng.2023048084","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023048084","url":null,"abstract":"Establishing and sustaining a sense of belonging is a necessary motivation with particular implications for student learning, including in engineering. Validation is a crucial component of the learning process, as it helps individuals feel a sense of belonging and purpose within their educational environment. Yet, there is a dearth of literature that speaks to practical classroom practices that validate women’s sense of belonging without putting the onus directly on them. Therefore, the aim of this study was to examine validating practices and messages that contributed to women’s engineering classroom belongingness. This study used survey data of engineering students collected from nine 4-year institutions. Multiple regression analysis with interaction effects was used to understand how practices and messages differentially validated classroom belongingness when considering an intersectional lens. Our findings identified strategies that could help remedy classroom belongingness for women based on racial/ethnic representation in engineering, parents’ level of education, transfer status, and institution type. Instructors have a crucial role to play in fostering student belongingness, but it must be done with attention to the different practices and messages that speak to students about their fit in engineering. Identifying specific validating mechanisms practiced by both instructors and peers can provide engineering educators with concrete strategies to continue supporting women’s sense of belonging in the engineering culture. We conclude with recommendations of how to enact validating messages and teaching practices to promote classroom belongingness.","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135445438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023042937
Brian Burt, Blayne Stone Jr., Tiaira Porter, J. Wallace
{"title":"Themed Issue: Black Males in STEM – Aspiring to the Road Less Traveled: Factors Influencing Black Males Pursuits of Engineering Graduate Degrees","authors":"Brian Burt, Blayne Stone Jr., Tiaira Porter, J. Wallace","doi":"10.1615/jwomenminorscieneng.2023042937","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023042937","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67705369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023043075
C. Jett
{"title":"Exploring Black Males' STEM Trajectories: The Crucial Role of their Black Fathers","authors":"C. Jett","doi":"10.1615/jwomenminorscieneng.2023043075","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023043075","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67706203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023043030
Tyron Slack, Jared L. Davis, L. S. Benjamin, Erik M. Hines, J. Henderson
{"title":"Black Males in STEM: Exploring Future Engineering Graduate School Aspirations of Undergraduate Black Men","authors":"Tyron Slack, Jared L. Davis, L. S. Benjamin, Erik M. Hines, J. Henderson","doi":"10.1615/jwomenminorscieneng.2023043030","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023043030","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67705501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2022043449
Dora M Raymaker, Mirah Scharer, Rebecca Miller, Ashley Widmer, Dhale Larsen Posadas, Thomas E Keller
Various initiatives for undergraduates from historically underrepresented backgrounds attempt to address disparities in the completion of science, technology, engineering, mathematics (STEM) degrees and the pursuit of careers in scientific research. Intensive research training programs for historically underrepresented undergraduates may include multiple components, such as authentic research experiences, advising and mentoring, supplemental curriculum, and financial assistance. Following comprehensive support during program participation, the post-program transition may present a vulnerable period in students' career trajectories. This study used a community-based participatory research (CBPR) approach to investigate the experiences of students completing an intensive research training program to understand and develop recommendations for the post-program transition process. As a team of program alumni, academic researchers, and program staff, we developed, conducted, and analyzed semi-structured, open-ended interviews of recent program alumni and students approaching program completion (n=11; 55% female, 55% non-White). Applying thematic analysis at semantic and latent levels through a critical paradigm revealed the transition as a bittersweet experience, with feelings of pride and accomplishment mixed with sadness and anxiety. Findings also suggested the transition is described as a narrative influenced by preceding program experiences and adaptations. Financial concerns were prominent, and specific barriers and facilitators of successful transition included: aligned mentoring, negotiation of continued research employment, consideration of culture, planning for next steps, and engagement with the scholar community. Collaboratively, we developed recommendations for program improvements potentially relevant to similarly intensive STEM diversity programs. We also highlight the value of a CBPR approach that includes students equitably as co-researchers in program research and evaluation.
{"title":"Community-based participatory research to improve alumni transition from an intensive research training program for historically underrepresented undergraduates.","authors":"Dora M Raymaker, Mirah Scharer, Rebecca Miller, Ashley Widmer, Dhale Larsen Posadas, Thomas E Keller","doi":"10.1615/jwomenminorscieneng.2022043449","DOIUrl":"10.1615/jwomenminorscieneng.2022043449","url":null,"abstract":"<p><p>Various initiatives for undergraduates from historically underrepresented backgrounds attempt to address disparities in the completion of science, technology, engineering, mathematics (STEM) degrees and the pursuit of careers in scientific research. Intensive research training programs for historically underrepresented undergraduates may include multiple components, such as authentic research experiences, advising and mentoring, supplemental curriculum, and financial assistance. Following comprehensive support during program participation, the post-program transition may present a vulnerable period in students' career trajectories. This study used a community-based participatory research (CBPR) approach to investigate the experiences of students completing an intensive research training program to understand and develop recommendations for the post-program transition process. As a team of program alumni, academic researchers, and program staff, we developed, conducted, and analyzed semi-structured, open-ended interviews of recent program alumni and students approaching program completion (n=11; 55% female, 55% non-White). Applying thematic analysis at semantic and latent levels through a critical paradigm revealed the transition as a bittersweet experience, with feelings of pride and accomplishment mixed with sadness and anxiety. Findings also suggested the transition is described as a narrative influenced by preceding program experiences and adaptations. Financial concerns were prominent, and specific barriers and facilitators of successful transition included: aligned mentoring, negotiation of continued research employment, consideration of culture, planning for next steps, and engagement with the scholar community. Collaboratively, we developed recommendations for program improvements potentially relevant to similarly intensive STEM diversity programs. We also highlight the value of a CBPR approach that includes students equitably as co-researchers in program research and evaluation.</p>","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"29 4","pages":"29-54"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10434840/pdf/nihms-1915810.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10047777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023043829
Stephanie J. Jones, P. Pal
{"title":"Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty","authors":"Stephanie J. Jones, P. Pal","doi":"10.1615/jwomenminorscieneng.2023043829","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023043829","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67705942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023043944
Jay P. Jefferson, Sung Eun Park, Trina L. Fletcher, Alexandra Coso Strong, Simone Nicholson, J. Moten
{"title":"Pillars of Success: The Role of Historically Black Colleges and Universities (HBCUs) in STEM Undergraduate Preparation Leading to Graduate School Pathways","authors":"Jay P. Jefferson, Sung Eun Park, Trina L. Fletcher, Alexandra Coso Strong, Simone Nicholson, J. Moten","doi":"10.1615/jwomenminorscieneng.2023043944","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023043944","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67705973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023044201
E. Doran, Paul S. Hengesteg, Amy Updegraff, Sarah Rodriguez
{"title":"What You See Is What You Get: A Critical Analysis of Engineering Identity in Departmental Magazines","authors":"E. Doran, Paul S. Hengesteg, Amy Updegraff, Sarah Rodriguez","doi":"10.1615/jwomenminorscieneng.2023044201","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023044201","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67706040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023045429
R. May, C. Stanley, America Soto-Arzat, J. Ackerman
{"title":"Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students' Perceptions","authors":"R. May, C. Stanley, America Soto-Arzat, J. Ackerman","doi":"10.1615/jwomenminorscieneng.2023045429","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023045429","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67706463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1615/jwomenminorscieneng.2023044578
Dr. Angela White, Dr. Terrell Morton
{"title":"“Born into the Wrong Family”: Navigating being a Black male in STEM","authors":"Dr. Angela White, Dr. Terrell Morton","doi":"10.1615/jwomenminorscieneng.2023044578","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2023044578","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67706718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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