种族和性别的经历阻碍了教授的职业生涯

2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Pub Date : 2015-10-12 DOI:10.1109/RESPECT.2015.7296500

W. H. Robinson, E. McGee, Lydia C. Bentley, Stacey L. Houston, Portia K. Botchway, R. Roy

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引用次数: 7

摘要

教师在工程专业中扮演着多方面的角色。他们帮助发现、促进和传播技术进步，并通过培训未来的工程师队伍来进行能力建设。然而，许多潜在的教职员工都被学术界劝阻了。本文描述了我们在研究过程中对60名黑人工程博士研究生和博士后学者进行的访谈和焦点小组调查的结果，以了解他们的职业决策过程。他们的种族和性别经历影响了他们追求学术生涯的愿望和选择。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Racial and gendered experiences that dissuade a career in the professoriate

Faculty members play a multi-faceted role in the engineering profession. They help to discover, promote, and disseminate advancements in technology, and they engage in capacity-building by training a future workforce of engineers. Yet, many potential faculty members are dissuaded from academia. This paper describes findings from both interviews and focus groups of 60 Black engineering Ph.D. students and postdoctoral scholars, which were conducted during our study to understand their career decision-making process. Their racial and gendered experiences impact their desire and choice to pursue an academic career.

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2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)

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