How Latiné engineering students resist White male engineering culture: A multi‐institution analysis of academic engagement
How Latiné engineering students resist White male engineering culture: A multi‐institution analysis of academic engagement
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拉丁工程学生如何抵制白人男性工程文化：学术参与的多机构分析
DOI：
10.1002/jee.20536
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发表时间：
2023
影响因子：
3.4
通讯作者：
Ayala, Evelyn
中科院分区：
文献类型：
--
作者：
Garriott, Patton O.;Carrero Pinedo, Ayli;Hunt, Heather K.;Navarro, Rachel L.;Flores, Lisa Y.;Desjarlais, Cerynn D.;Diaz, David;Brionez, Julio;Lee, Bo Hyun;Ayala, Evelyn
背景虽然参与率因领域而异，但拉丁裔和女性工程师在工程劳动力的大多数领域仍然代表性不足。研究审查了拉丁裔和白色妇女在工程领域的参与和持久性;然而，很少有研究调查种族，民族，性别和机构设置如何相互作用，以产生不平等的领域。目的为了解决这些局限性，我们研究了拉丁美洲，拉丁美洲，而白色男女学生对工程学的参与是通过他们交叉的身份和他们在课程中的机构设置来了解的MethodWe采访了32拉丁美洲，拉丁美洲，和白色妇女和男子本科工程专业的学生参加11个不同的主要是白色和西班牙裔服务机构。主题分析被用来解释主题的data.ResultsOur研究结果说明如何拉丁美洲，拉丁美洲人，和白色妇女开发了一个强大的工程身份，这是至关重要的，他们参与工程。学生的工程身份是基于他们认为适合工程文化，追求他们的程度的目的感，并抵制白色男性文化在工程中的主导地位。拉丁裔描述了独特的形式的性别，种族化的边缘化工程，而拉丁裔和拉美裔人强调亲社会的动机，完成他们的degree.ConclusionsFindings表明，制度文化，规范和使命是至关重要的，扩大参与拉丁裔，拉丁美洲人，和白色妇女在工程。打破白色男性文化，利用拉丁裔学生的文化财富，以及反对传统的工程招聘宣传，似乎是这些努力的关键。
BackgroundAlthough participation rates vary by field, Latiné and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latiné and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field.PurposeTo address these limitations, we examined how Latina, Latino, and White women and men students' engagement in engineering was informed by their intersecting identities and within their institutional setting over the course of a year.MethodWe interviewed 32 Latina, Latino, and White women and men undergraduate engineering students attending 11 different predominantly White and Hispanic Serving Institutions. Thematic analysis was used to interpret themes from the data.ResultsOur findings illustrate how Latinas, Latinos, and White women developed a strong engineering identity, which was critical to their engagement in engineering. Students' engineering identity was grounded in their perceived fit within engineering culture, sense of purpose for pursuing their degree, and resistance to the dominance of White male culture in engineering. Latinas described unique forms of gendered, racialized marginalization in engineering, whereas Latinas and Latinos highlighted prosocial motivations for completing their degree.ConclusionsFindings suggest that institutional cultures, norms, and missions are critical to broadening participation of Latinas, Latinos, and White women in engineering. Disrupting White male culture, leveraging Latiné students' cultural wealth, and counter‐framing traditional recruitment pitches for engineering appear to be key in these efforts.
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