Intersectionality at minority-serving institutions (MSIs): A longitudinal analysis of female student participation within engineering and computing
Intersectionality at minority-serving institutions (MSIs): A longitudinal analysis of female student participation within engineering and computing
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少数族裔服务机构 (MSI) 的交叉性：女学生参与工程和计算机领域的纵向分析
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
E. Arroyo
中科院分区：
文献类型：
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作者：
Trina L. Fletcher;A. Green;Ronald Quintero;E. Arroyo
这篇完整的研究论文介绍了一项关于研究密集型（R1）公共少数民族服务机构（MSI）女学生纵向数据的研究。尽管美国的州和联邦政府以及其他商业实体越来越重视这一问题，但大多数高等教育机构尚未实现妇女在工程和计算机领域的平等参与。值得注意的是，美国工程教育协会（ASEE）表示，截至2018年，女性获得了22%的学士学位，27%的硕士学位和24%的博士学位，这意味着在整个教育领域获得工程学位的女性比例持续了十年的上升趋势。例如，在工程学士学位方面，2010年至2018年期间，女性获得的学位增加了53%。出于本研究的目的，目标机构的工程与计算学院（CEC）与行业组织合作，以增强她们对工程和计算项目中女学生经历的了解。这些伙伴关系的首要目标是提高女学生和女教师的毕业率和保留率。使用交叉性作为概念框架，本研究的目标是深入研究以11至12年跨度内与工程和计算领域女学生相关的结果指标为中心的纵向数据。结果将被用来回答研究问题的指标如何随着时间的推移，如部门和种族招生领域的女学生发生变化。结果显示，各系和各族裔群体的入学率和毕业率总体呈上升趋势。另一方面，有些地区略有下降，需要进一步研究。此外，研究结果强调了未来研究的必要性，包括收集定性数据以帮助解释本研究的结果。研究结果将与机构领导层分享，以促进工程和计算机学术课程中更多女学生的招聘，保留和毕业。
This full research paper presents a study of longitudinal data on female students at a research-intensive (R1) public minority-serving institution (MSI). Despite increased focus by state and federal governments and other business entities in the United States, most higher education institutions have yet to reach parity with women’s participation in engineering and computing. Of note, the American Society of Engineering Education (ASEE) stated that women earned 22% of bachelor’s degrees, 27% of master’s degrees, and 24% of doctoral degrees in engineering as of 2018 meaning that there is a continuation of the decade long upward trend in the proportion of women earning engineering degrees across the educational spectrum. For instance, regarding engineering bachelor’s degrees, women have seen a 53% increase in degrees awarded between 2010 and 2018. For the purpose of this study, the target institution’s College of Engineering and Computing (CEC) has partnered with industry organizations to enhance their understanding of experiences among female students within engineering and computing programs. The overarching goal of those partnerships is to improve graduation and retention rates of female students and faculty. Using intersectionality as the conceptual framework, the goal of this research study is to deeply examine longitudinal data centered on outcome metrics linked to female students within engineering and computing over an 11 to 12-year span. Results will be used to answer research questions on how metrics have changed over time for female students in areas such as enrollment by department and ethnicity. Results showed an overall upward trend for enrollment and graduation rates across departments and by ethnic groups. On the other hand, some areas showed slight dips that will require additional research. Additionally, the results highlighted the need for future research including collecting qualitative data to help explain the findings from this study. Results will be shared with institutional leadership to promote the recruitment, retention, and graduation of more female students within engineering and computing academic programs.