Pub Date : 2022-01-01DOI: 10.1007/978-3-031-08950-3
{"title":"Emerging Trends in Systems Engineering Leadership","authors":"","doi":"10.1007/978-3-031-08950-3","DOIUrl":"https://doi.org/10.1007/978-3-031-08950-3","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83286163","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 : 2021-01-01DOI: 10.1615/jwomenminorscieneng.2021030910
Kathi N Miner, Amber Burkhart, K. Dray
{"title":"We See it Differently: Differential Perceptions of Workplace Diversity Climates for Women in STEM","authors":"Kathi N Miner, Amber Burkhart, K. Dray","doi":"10.1615/jwomenminorscieneng.2021030910","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2021030910","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67702089","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 : 2021-01-01DOI: 10.1615/jwomenminorscieneng.2021035241
L. Jones, R. Hite
{"title":"Why Are Girls Not Becoming Scientists?: Using Circumscription and Compromise Career Development Theory to Analyze Gendered Science Career Aspirations","authors":"L. Jones, R. Hite","doi":"10.1615/jwomenminorscieneng.2021035241","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2021035241","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67702794","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 : 2021-01-01DOI: 10.1615/jwomenminorscieneng.2021037076
L. Lyon
{"title":"Pathways to Computer Science at Community College: Single Mothers as Returning Students","authors":"L. Lyon","doi":"10.1615/jwomenminorscieneng.2021037076","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2021037076","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67703473","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 : 2021-01-01DOI: 10.1615/JWOMENMINORSCIENENG.2021035731
Anja Whittington, Tara Pelletier
{"title":"Women in Field Science: Challenges, Strategies and Support Systems for Success","authors":"Anja Whittington, Tara Pelletier","doi":"10.1615/JWOMENMINORSCIENENG.2021035731","DOIUrl":"https://doi.org/10.1615/JWOMENMINORSCIENENG.2021035731","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67703053","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 : 2021-01-01DOI: 10.1615/jwomenminorscieneng.2021038012
V. Sellers, Julie Martin, Moises Seraphin
{"title":"A narrative inquiry approach to community cultural wealth of Black men in engineering","authors":"V. Sellers, Julie Martin, Moises Seraphin","doi":"10.1615/jwomenminorscieneng.2021038012","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2021038012","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67703763","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 : 2021-01-01DOI: 10.1007/978-3-030-49244-1
{"title":"Women in Precision Agriculture","authors":"","doi":"10.1007/978-3-030-49244-1","DOIUrl":"https://doi.org/10.1007/978-3-030-49244-1","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83933189","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 : 2021-01-01DOI: 10.1615/JWomenMinorScienEng.2021032729
Jennifer Sheridan, Eve Fine, Manuela Romero, Carmen Juniper Neimeko, Molly Carnes, Christine Bell, You-Geon Lee
Many institutions of higher education are investing in "implicit bias training" as a mechanism to improve diversity and inclusion on their campuses. In this study, we describe an effort to implement this training in the form of a 3-hour workshop delivered to faculty members in the College of Engineering at the University of Wisconsin-Madison. Evaluation form data collected immediately post-workshop, and in-person interviews and survey data collected 6-12 months post-workshop, were used to measure the effectiveness of the intervention. These data show that faculty awareness of implicit bias in their workplace environments increased significantly, although individual motivation and self-efficacy to act without bias, and self-reported bias-reduction actions, did not increase. At the same time, we found evidence of improved department climates and bias-reduction actions at the department level, which increase our confidence that the workshops were having a positive impact. Importantly, women and faculty of color in the College did not report increases in negative behavior after the workshop, and reported that their departments were engaging in explicit discussions of potential biases in departmental processes more often. These findings support the continued implementation of the "Breaking the Bias Habit®" workshops along with measurement of their success.
{"title":"Improving Department Climate Through Bias Literacy: One College's Experience.","authors":"Jennifer Sheridan, Eve Fine, Manuela Romero, Carmen Juniper Neimeko, Molly Carnes, Christine Bell, You-Geon Lee","doi":"10.1615/JWomenMinorScienEng.2021032729","DOIUrl":"https://doi.org/10.1615/JWomenMinorScienEng.2021032729","url":null,"abstract":"<p><p>Many institutions of higher education are investing in \"implicit bias training\" as a mechanism to improve diversity and inclusion on their campuses. In this study, we describe an effort to implement this training in the form of a 3-hour workshop delivered to faculty members in the College of Engineering at the University of Wisconsin-Madison. Evaluation form data collected immediately post-workshop, and in-person interviews and survey data collected 6-12 months post-workshop, were used to measure the effectiveness of the intervention. These data show that faculty awareness of implicit bias in their workplace environments increased significantly, although individual motivation and self-efficacy to act without bias, and self-reported bias-reduction actions, did not increase. At the same time, we found evidence of improved department climates and bias-reduction actions at the department level, which increase our confidence that the workshops were having a positive impact. Importantly, women and faculty of color in the College did not report increases in negative behavior after the workshop, and reported that their departments were engaging in explicit discussions of potential biases in departmental processes more often. These findings support the continued implementation of the \"Breaking the Bias Habit<sup>®</sup>\" workshops along with measurement of their success.</p>","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"27 2","pages":"87-106"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8159150/pdf/nihms-1658475.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39034025","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 : 2021-01-01DOI: 10.1615/JWOMENMINORSCIENENG.2021037211
E. Cech, Georgina M. Montgomery, Isis H. Settles, K. Elliott, K. Cheruvelil, Sheila T. Brassel
Following decades of research on gender and racial/ethnic inequality in science, technology, engineering, and math (STEM), a new line of scholarship has emerged that centers the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons in STEM. This research has tended to focus on experiences of social marginalization within STEM contexts such as exclusion and harassment, but LGBTQ persons may also face a myriad of career-related disadvantages that are likely tight-ly entwined with social marginalization. In this article we ask, do negative social dynamics in LGBTQ professionals’ work environments foster professional disadvantages by LGBTQ status? Drawing on survey data from an insightful case of environmental scientists working in academic teams, we find that LGBTQ scientists were less likely to experience professional respect, had more frequent encounters with negative authorship practices, and were less likely to experience positive career mentoring than their peers. LGBTQ scientists were less likely than cisgender-heterosexual scientists to experience positive interpersonal climates in their teams (in the form of procedural justice and inclusivity) and we find that these more negative team climate experiences significantly mediated (i.e., helped account for) LGBTQ status differences along two of the three professional outcomes (professional respect and authorship experiences). These findings underscore the importance of accounting for how negative social environments for LGBTQ STEM professionals can translate into negative professional outcomes. We end by discussing the implications of these results for LGBTQ inequality research and for advancing more equitable team contexts in STEM.
{"title":"THE SOCIAL IS PROFESSIONAL: THE EFFECTS OF TEAM CLIMATE ON PROFESSIONAL OUTCOMES FOR LGBTQ PERSONS IN ENVIRONMENTAL SCIENCE","authors":"E. Cech, Georgina M. Montgomery, Isis H. Settles, K. Elliott, K. Cheruvelil, Sheila T. Brassel","doi":"10.1615/JWOMENMINORSCIENENG.2021037211","DOIUrl":"https://doi.org/10.1615/JWOMENMINORSCIENENG.2021037211","url":null,"abstract":"Following decades of research on gender and racial/ethnic inequality in science, technology, engineering, and math (STEM), a new line of scholarship has emerged that centers the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons in STEM. This research has tended to focus on experiences of social marginalization within STEM contexts such as exclusion and harassment, but LGBTQ persons may also face a myriad of career-related disadvantages that are likely tight-ly entwined with social marginalization. In this article we ask, do negative social dynamics in LGBTQ professionals’ work environments foster professional disadvantages by LGBTQ status? Drawing on survey data from an insightful case of environmental scientists working in academic teams, we find that LGBTQ scientists were less likely to experience professional respect, had more frequent encounters with negative authorship practices, and were less likely to experience positive career mentoring than their peers. LGBTQ scientists were less likely than cisgender-heterosexual scientists to experience positive interpersonal climates in their teams (in the form of procedural justice and inclusivity) and we find that these more negative team climate experiences significantly mediated (i.e., helped account for) LGBTQ status differences along two of the three professional outcomes (professional respect and authorship experiences). These findings underscore the importance of accounting for how negative social environments for LGBTQ STEM professionals can translate into negative professional outcomes. We end by discussing the implications of these results for LGBTQ inequality research and for advancing more equitable team contexts in STEM.","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67703531","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 : 2021-01-01DOI: 10.1615/jwomenminorscieneng.2020035154
Maya Denton, M. Borrego
{"title":"NAVIGATIONAL CAPITAL OF LATINX ENGINEERING TRANSFER STUDENTS: A QUALITATIVE STUDY","authors":"Maya Denton, M. Borrego","doi":"10.1615/jwomenminorscieneng.2020035154","DOIUrl":"https://doi.org/10.1615/jwomenminorscieneng.2020035154","url":null,"abstract":"","PeriodicalId":35299,"journal":{"name":"Journal of Women and Minorities in Science and Engineering","volume":"27 1","pages":"61-86"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67701781","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号