scholarly journals Work in Progress: Intersection of Race and Gender on Experiences of Undergraduate Engineering Students of Color in Positional Leadership Roles

2020 ◽  
Author(s):  
Carmen Lilley
Keyword(s):  
Students Of Color ◽  
Engineering Students ◽  
Leadership Roles ◽  
Race And Gender ◽  
Work In Progress ◽  
Undergraduate Engineering ◽  
And Gender

Work in progress - engineering students' disciplinary choices: Do race and gender matter?

2009 ◽  
Author(s):  
Susan M. Lord ◽  
Catherine E. Brawner ◽  
Michelle M. Camacho ◽  
Richard A. Layton ◽  
Matthew W. Ohland ◽  
...  
Keyword(s):  
Engineering Students ◽  
Race And Gender ◽  
Work In Progress ◽  
And Gender

Articulating a Succinct Description: An Applied Method for Catalyzing Cultural Change

2021 ◽  
Vol 80 (2) ◽  
pp. 128-139
Author(s):  
Coleen Carrigan ◽  
Noah Krigel ◽  
Mira Banerjee Brown ◽  
Michelle Bardini
Keyword(s):  
Engineering Education ◽  
Cultural Change ◽  
Engineering Students ◽  
Cultural Beliefs ◽  
Pedagogical Tools ◽  
Race And Gender ◽  
Research Findings ◽  
Group Members ◽  
And Gender

Articulating a Succinct Description uses ethnographic data to create case study interventions facilitated with people who belong to the culture with whom the ethnographer is engaged. We do so in order to disseminate research findings, address problems presented in the case, and collect additional data for further collective analysis. Further, Articulating a Succinct Description is designed as a means of intervention for underrepresented group members to be heard and gain support and promote equity engagement among majority members in efforts to create more inclusive cultures. In this paper, we validate this method using findings from its application with engineering students at a public university. This method allowed us to view engineering culture not as monolithic, but rather as one with multiple sets of cultural beliefs, values, and behaviors. In particular, we noted a behavior among students we’ve called Swing Staters, who expressed meritocratic beliefs, yet, who we argue, may be critical to reducing bias in engineering education. These findings, analyzed along interwoven threads of race and gender, demonstrate the efficacy of the Articulating a Succinct Description method and contribute to efforts in engineering education to advance pedagogical tools to reduce bias and exclusions in these fields.

Social Workers and Urban School Discipline: Do We Need a Time-Out?

2019 ◽  
Vol 3 (2) ◽  
pp. 207-230
Author(s):  
Sonyia C. Richardson ◽  
John A. Williams ◽  
Chance W. Lewis
Keyword(s):  
Social Workers ◽  
Social Worker ◽  
Students Of Color ◽  
School Discipline ◽  
Negative Relationship ◽  
Urban School ◽  
School Social Workers ◽  
Race And Gender ◽  
School Suspensions ◽  
And Gender

BackgroundSchool social workers are crucial in recommending alternative disciplinary practices to prevent suspensions and expulsions in schools (Cameron & Sheppard, 2006; National Association of Social Workers, 2013), particularly in urban school districts, which experience higher rates of discipline disproportionality between students of color and White students (Barrett, McEachin, Mills, & Valant, 2017).Objective/MethodsGrounded in an ecological systems perspective, the purpose of the study is to determine if the presence of a social worker predicts school suspensions by race and gender in an urban school district.FindingsKey findings show that the presence of school social workers has a negative relationship with school suspensions for students of color.ConclusionWe advocate for an increase in social worker representation in urban schools and strategic practices to address school discipline.

scholarly journals Undergraduates’ awareness of White and male privilege in STEM

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Melissa Dancy ◽  
Katherine Rainey ◽  
Elizabeth Stearns ◽  
Roslyn Mickelson ◽  
Stephanie Moller
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Women Of Color ◽  
White Men ◽  
People Of Color ◽  
White People ◽  
Gender And Race ◽  
Race And Gender ◽  
Systemic Factors ◽  
And Gender

Abstract Background It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of “science as White property”, derived from critical race theory, to frame this study and results. Results White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter. Conclusions We found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.

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