The Career Experiences of African American Female Engineers
The Career Experiences of African American Female Engineers
复制标题
非裔美国女工程师的职业经历
DOI：
10.1057/fr.1995.10
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发表时间：
2011
期刊：
影响因子：
1.8
通讯作者：
Delores Rice
中科院分区：
文献类型：
--
作者：
Delores Rice
非裔美国妇女在工程工作场所组织中的代表性严重不足。然而，该领域的主要重点是K-12和本科教育中的STEM管道。如果工程界不解决工作场所组织中的促成因素，那么增加工程领域代表性不足人口的总体目标将无法实现。因此，本研究探讨了非洲裔美国女性工程师的职业经历，以了解影响其发展的挑战。研究和实践的影响，以支持这一人口和其他代表性不足的群体在干。一个国家产生的智力资本与科学、技术、工程和数学领域的创新和进步有关，通常称为STEM（美国国家科学院，2007年; NACME，2008年;科学和工程指标，2006年）。美国作为一个国家在这些领域的生产和贡献是对进步、创新和领导力的衡量。从历史上看，美国在STEM研究和进步方面领先（国家科学院，2007年;科学和工程指标，2006年）。然而，由于追求STEM职业的学生数量减少，STEM研究项目数量减少，以及工程生产和制造业转向国际市场，仅举几例挑战，美国面临着利益减少和STEM进步的困境，这会影响技术主导的全球社会的产出和全球领导地位（美国国家科学院，2007年;科学和工程指标，2006年）。为了解决这些问题，该领域通常会审查人才库和增加STEM职业管道的努力（国家科学院，2007年; NACME，2008年），特别是针对代表性不足的人群。因此，解决STEM问题的文献和研究的优势集中在管道上，特别是在K-12和大学领域中代表性不足的群体的招聘和保留（例如，国家科学院，2007）。对于代表性不足的人群（美国印第安人/阿拉斯加原住民，黑人，西班牙裔，太平洋岛民和妇女）谁管理成功地浏览K-12管道和大学领域，还有在专业工作场所组织遇到的额外挑战。因此，如果工程领域不解决工作场所组织中的促成因素，那么增加工程领域代表性不足人口的总体目标将无法实现。研究的目的有色人种妇女，特别是非洲裔美国妇女，在工程工作场所的设置中占少数。根据国家科学基金会（科学资源统计司，科学家和工程师统计数据系统：表H-6，2006年），只有10%的工程劳动力的特点是种族/民族代表不足
African American women are significantly underrepresented in engineering workplace organizations. However, the primary focus, in the field, is on the STEM pipeline in K-12 and undergraduate education. If the engineering community does not address contributing factors in workplace organizations, then the overall goal of increasing the underrepresented populations in the engineering field will not be met. As a result, this study examines the career experiences of African American female engineers to understand the challenges, which impact their development. Implications for research and practice are given to support this population and other underrepresented groups in STEM. The intellectual capital produced by a country is connected to the innovation and advancements made in science, technology, engineering, and mathematics, commonly referred to as STEM (National Academy of Sciences, 2007; NACME, 2008; Science and Engineering Indicators, 2006). What the US produces and contributes as a country in these fields, is the measurement of progress, innovation, and leadership. Historically, the US leads the race in STEM research and advancements (National Academy of Sciences, 2007; Science and Engineering Indicators, 2006). However, due to a reduction in the number of students pursuing STEM careers, a reduction in the number of STEM research projects, and a move to international markets for engineering production and manufacturing, to name a few of the challenges, the US is faced with the dilemma of diminishing interests and advancements in STEM, which impacts the output and global leadership in a technologically-led global society (National Academy of Sciences, 2007; Science and Engineering Indicators, 2006). To address these issues, oftentimes the field examines the talent pool and efforts to increase the pipeline for STEM occupations (National Academy of Sciences, 2007; NACME, 2008) in particular, targeting underrepresented populations. Consequently, the preponderance of literature and research addressing STEM issues is focused on the pipeline, specifically recruitment and retention of underrepresented groups in the K-12 and collegiate realm (e.g. National Academy of Sciences, 2007). For underrepresented populations (American Indian/Alaska Natives, Blacks, Hispanics, Pacific Islanders, and women) who manage to successfully navigate the K-12 pipeline and collegiate domains, there are additional challenges encountered in professional workplace organizations. As a result, if the engineering field does not address contributing factors in workplace organizations, then the overall goal of increasing the underrepresented populations in the engineering field will not be met. Purpose of the Study Women of color, specifically African American women, are marginally represented in engineering workplace settings. According to the National Science Foundation (Division of Science Resources Statistics, Scientist and Engineer Statistical Data System: Table H-6, 2006) only 10% of the engineering workforce is characterized by racial/ethnic underrepresented