Evolving Identities: Undergraduate Women Pursuing the Engineering Professoriate
Evolving Identities: Undergraduate Women Pursuing the Engineering Professoriate
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不断变化的身份：追求工程教授职位的本科女性
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Wendy Chi
中科院分区：
文献类型：
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作者：
S. Hug;S. Jurow;Wendy Chi
在美国，工程学历来是高加索/白人男性的领域。方案努力通过建立支持性别和种族多样性的包容性学习社区来解决工程学方面的差异。FemProf是一个全面的工程教育项目，吸引了美国两所拉美裔服务机构的女本科生。项目活动包括多站点研究经验、专业发展和社区建设。讲习班针对妇女可能在工程专业中发现的文化、性别和工作场所偏见，以及关于研究生院申请、研究报告和出版的培训。FemProf明确的重点是为本科生女性在研究生院取得成功以及未来进入教授职位做好准备。在这个研究项目中，我们研究了FemProf，着眼于身份认同的发展。一种扎实的、主题性的定性数据分析方法揭示了FEM教授本科生学习过程中明显的三个主题：-对教授职业轨迹的项目支持；‖-参与者对工程道路的认同；‖和第三个未被预期的主题：-参与者倡导工程学中的性别平等。‖基于我们的定性分析，我们认为Fem教授支持将女性纳入工程学社区，并明确了通往教授的道路。
Engineering in United States contexts has historically been the domain of Caucasian/white males. Programmatic efforts address the disparity in engineering by forming inclusive learning communities that support gender and racial diversity. FemProf is a comprehensive engineering education program that engages female undergraduates at two Hispanic-serving institutions in the United States. Program activities include multisite research experiences, professional development and community building. Workshops address cultural, gender and workplace biases the women may find in the engineering professions, as well as training regarding graduate school application, research presentation and publication. FemProf‘s explicit focus is preparing undergraduate women for success in graduate school and for future participation in the professoriate. For this research project, we studied FemProf with an eye toward identity development. A grounded, thematic approach to qualitative data analysis uncovered three themes evident in the process of Fem Prof undergraduate participant learning: ―program support for professoriate trajectories;‖ ―participant identification with engineering pathways;‖ and a third theme not anticipated: ―participants advocate for gender equity in engineering.‖ Based on our qualitative analysis, we argue FemProf supports inclusion of women into the engineering community, and makes explicit the pathway to the professoriate.