Trends in the underrepresentation of women of color faculty in engineering (2005–2018).
Trends in the underrepresentation of women of color faculty in engineering (2005–2018).
复制标题
工程领域有色人种女性教师代表性不足的趋势（2005 年至 2018 年）。
DOI：
10.1037/dhe0000426
复制
发表时间：
2022
影响因子：
2.4
通讯作者：
Berdanier, Catherine G.
中科院分区：
文献类型：
--
作者：
Main, Joyce B.;McGee, Ebony O.;Cox, Monica F.;Tan, Li;Berdanier, Catherine G.
有色人种妇女在美国各地的工程项目中仍然代表性不足。由于数据报告的限制或缺乏相关数据，许多关于教师人口特征的学术报告都没有提供有关妇委会教师代表性的衡量标准。利用美国工程教育学会14年的数据，这项研究研究了2005年至2018年期间工程学领域的woc教师和博士的流行趋势。知情的交叉性理论和坎特的比例理论，描述性分析被用来分解工程学院的患病率按性别，种族/民族，和工程学科。调查结果表明，有轻微增长的代表性非洲裔美国人/黑人，美洲原住民/夏威夷原住民，和西班牙裔/拉丁裔妇女工程教师。在工程博士中，妇女委员会的代表性也很低。在助理，副教授和正教授职级和生产博士学位的woc的份额的变化提供了在工程教育的未来人口变化的见解。需要更大的努力和投资，在招聘妇女进入博士课程，随后，作为跨工程学科的助理教授。虽然干预措施和计划，旨在帮助提高工程woc教师的参与取得了进展，研究结果表明，需要更大规模的结构和文化的变化，以改变当前的人口趋势，在工程教授，包括扩大学生获得博士教育的工程。研究结果有可能为制定策略提供基础信息，以增加WOC工程博士和教师的代表性。（PsycInfo数据库记录（c）2023 APA，保留所有权利）
Women of color (WoC) continue to be underrepresented in engineering programs across the United States. Many scholarly reports on faculty demographic characteristics do not provide measures regarding the representation of WoC faculty due to data reporting restrictions or lack of relevant data. Using 14 years of data from the American Society for Engineering Education, this study examined the trends in the prevalence of WoC faculty and PhDs in engineering between 2005 and 2018. Informed by intersectionality theory and Kanter’s theory of proportions, descriptive analyses were used to disaggregate the prevalence of engineering faculty by gender, race/ethnicity, and engineering discipline. Findings indicate that there were slight growths in the representation of African American/Black, Native American/Native Hawaiian, and Hispanic/Latina women engineering faculty. The low representation of WoC is also evident among engineering PhDs. Changes in the shares of WoC in assistant, associate, and full professor ranks and in the production of PhDs provide insights for future demographic shifts in engineering education. Greater efforts and investments are needed in the recruitment of WoC into PhD programs and, subsequently, as assistant professors across engineering disciplines. Although interventions and programs aimed at helping increase the participation of WoC faculty in engineering have made progress, findings suggest that larger scale structural and cultural changes are needed to shift prevailing demographic trends in the engineering professoriate, including expanding student access to doctoral education in engineering. Research findings have the potential to provide foundational information for developing strategies to increase the representation of WoC engineering PhDs and faculty.(PsycInfo Database Record (c) 2023 APA, all rights reserved)